Research On The Equity Of Education Process In Senior High School

Education is a great tool to realize human equality,In all ages,people are pursuing better-quality education and higher level equity at the same time.As a social activity of cultivating people,education exists and develops in the form of "process",and the process attribute is the basic attribute of education.Therefore,the understanding of education equity should also be based on the "process".Husen,a Swedish educationist,first put forward the concept of equity of education process,which represents the intermediate stage of education that students receive after entering school.Specifically,it refers to the way based on equality to consider different treatment according to each person's characteristics.Based on this point of view,this paper further interprets the equity of education process as the fair treatment of students in the process of resource allocation,instituition implement and interpersonal interaction.At present,the popularity of basic education in our country is high.Most of the students can get the"admission ticket" of school education equally,and creating enough wonderful runway for students has become the core pursuit of "fair and quality education".Based on this reason,this paper discusses the related issues of education process equity.Based on the discussion of the relevant theories of distributive justice,procedural justice and interactive justice,this study analyzes the process of educational resource allocation,educational procedure implementation and interpersonal interaction in the practice of educational reform in senior high schools from the perspective of dimension"degree" of equity,and considers different education with three progressive "scales" of equal treatment,disadvantage compensation and difference cultivation.Among the specific research paradigms,this study combines the theoretical research paradigm and the empirical research paradigm to make them complement and verify each other in the analysis of problems.It comprehensively uses the literature method,questionnaire method,interview method and comparative method to design and verify the equity measurement index system of the senior high school education process,which is more than 15000 senior high school students in 19 provinces of China participated in the research and more than 60 teachers and students participated in the interview.Combined with theoretical research and empirical research data,this paper expounds the current situation,differences,difficulties and causes of the equity in the process of education in senior high schools,and puts forward relevant suggestions.The main findings are as follows:Firstly,the differences of education process equity among different regions,schools,classes and individuals are significant.Among them,the differences between schools are greater than those between regions,and the differences between individuals are greater than those between regions,schools and classes.Therefore,it can be concluded that the current contradiction of education equity in senior high schools mainly exists between students and schools.The focus should be shifted from promoting regional balance to promoting inter school balance and enhancing students' sense of equity.From the perspective of the influencing factors of equity,the current equity of senior high school education process is less affected by the "family capital",which is a prerequisite factor,and more influenced by the "school capital",including teachers'level,class size,school level,class level and other factors.Meanwhile,teachers'expectations of students and students' individual learning beliefs also have a significant impact on the equity of education process.Secondly,in the different dimensions of education process equity,the scores of resource allocation dimension,rights autonomy dimension and differential treatment are low,and the difficulties in resource allocation are manifested in the imbalance of resource allocation among different students and the dislocation between resource supply and actual demand of students;The dilemma of rights autonomy is that students do not have real autonomous rights in the process of choosing,schools tend to take utilitarian orientation to implement students choice rights under the idea of exam oriented orientation.Differential treatment based on equality is the main difficulty and pain in the current high school education process equity.The research results show that in the interaction between teachers and students in the school,the basic problem of equal treatment remains to be solved,and the different treatment based on different students personalities is more difficult to implement.Thirdly,inspired by the theory of new institutionalism,the causes of the dilemma of the unfair process of senior high school education can be summarized as regulatory elements,normative elements and cultural-cognitive elements.Among them,the regulatory elements are embodied in the logic of "top-down" education policy,the severe challenge of "county-based" management and financial system,and the negative impact of teacher assessment system;the regulatory elements are embodied in the functional social responsibility of senior high school,the "score first" teacher-student behavior norms led by school managers as well as the path dependence of the change of educational evaluation orientation,the cultural cognitive elements are reflected in the negative interference of the internal cultural separation of schools,the idea of teachers' personal equity,and the negative participation of students in the educational process.Based on the above research findings,this paper considers the possible suggestions to promote the education process equity of senior high school from four aspects:optimizing the design and implementation process of education system,improving the balance and sufficiency of the distribution of education resources,leading the practice of education reform in senior high school with the concept of difference equity,and focusing on the interpersonal interaction equity within the school.Integrating system equity,concept equity,resource equity and relationship equity and exploring the possibility path of guiding the transformation of senior high school education in evaluation mode,resource supply mode and school management mode with the concept of education process equity,so as to provide support for equity and quality education.