【摘要】：教育公平是理想,追求教育公平就是要改變現(xiàn)實(shí)教育不公平的存在狀態(tài)�，F(xiàn)實(shí)中教育的不公平既有宏觀的,又有微觀的。微觀的教育不公平隱藏在日常教學(xué)活動(dòng)中,不易察覺,最典型的是分層分班教學(xué)。分層分班教學(xué),作為特殊的教學(xué)組織形式,是在班級授課制的基礎(chǔ)上畸形發(fā)展而來的,中西部地區(qū)優(yōu)質(zhì)教育資源短缺的學(xué)校中尤為突出。分層分班教學(xué)蘊(yùn)含著非理性的內(nèi)核,它曲解因材施教,誤解差異發(fā)展,實(shí)際上背離了教育公平的精神追求,其惡性膨脹會(huì)導(dǎo)致教育異化,應(yīng)該引起高度的警惕。
[Abstract]:Educational fairness is an ideal, and the pursuit of educational fairness is to change the existing state of educational unfairness in reality. In reality, the unfairness of education is both macro and micro. Micro-level education unfairness is hidden in daily teaching activities and is not easy to detect, the most typical is stratified class teaching. As a special form of teaching organization, stratified class teaching has been deformed on the basis of class teaching system, especially in the schools with shortage of high quality education resources in the central and western regions. Stratified class teaching contains the core of irrationality, which misinterprets teaching according to students' aptitude and misunderstands the development of differences, which actually deviates from the spiritual pursuit of educational fairness, and its malignant expansion will lead to educational alienation, which should arouse high vigilance.
【作者單位】： 陜西師范大學(xué)教育學(xué)院;
【分類號】：G424

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本文編號：2212247