An Empirical Study On The Fairness Of Physical Education In Schools In Xinjiang Production And Construction Corp

With the transformation of major social contradictions in the new era,education development in China has been gradually narrowed in the imbalance of quantity,structure,quality and efficiency,and the main contradiction and primary task of education development in the new era has been to solve the imbalance and insufficiency of education and education that are increasingly growing people.The development of fair and quality education has become a new requirement of education in the new era.As an important part of realizing education fairness,physical education equity is deficient in fairness,such as unbalanced allocation and unfair use of physical education resources.Lack of fairness in PE teaching process;Different groups of sports learning rights and opportunities;The humanity orientation of physical education competition deviates;Gender inequality;The disadvantaged groups in sports are neglected.Sports entrance examination for secondary school or college system and procedure is unfair;Results and development opportunities cannot be Shared by physical education education;The "weak" status of sports discipline in education system;The contradictions,such as professional prejudice and unfair treatment of PE teachers,have become increasingly prominent and become a key issue that restricts the deepening reform of PE.Level of fairness in physical education is related to the healthy growth and ethnic vitality of teenagers and is the main direction of physical education work in the new era.Therefore,to grasp the fair situation of regional physical education development,timely explore and deal with the problem of the lack of fairness in physical education,and promote the fairness of physical education development is the only way to return to the ethical norms,meet the ethical development foundation and get out of the predicament of current physical education development.Research follows the education fair starting point and fair procedure and results in the theory of fair justice three phases,using questionnaire,data statistics,classroom observation,interview,content analysis and other methods,from sports teacher resources allocation,physical education policies and regulations fairness factor interpretation,education the main body of fairness,sports and health teaching gender analysis,the difference of interaction between teachers and students,the school physical education results appraisal(sports participation,sports knowledge,sports skills,physical health,psychological capital,responsibility),interpretation and verification system fair degree of development of physical education in Xinjiang Producation and Counstruction Corps.The main conclusions are as follows:One,The theoretical construction of physical education equity.In Coleman education equity theory,the theory of three paragraphs,the influence of family background on academic achievement,the approximation of result equity,the discovery of inequality and the compensation of weakness have become the theoretical basis of physical education equity.The equal opportunity principle,the difference principle and the compensation principle are the three basic principles of physical education equity.The connotation characteristics of physical education equity include starting point equity,process equity and result equity,including the inherent requirements of equal distribution of sports resources,sports learning rights and opportunities equity,differential treatment,compensation for disadvantages,institutional equity and equal development opportunities.Secondly,the fair status of physical education is poor,and the inequity of physical education is amplified by differences in the level of physical education work between regions,urban and rural areas,and between schools as well as differences in education starting point,education process and education results among different groups.Unfair starting point:The imbalance in the allocation of sports teacher resources among regions,urban and rural areas,and between schools,as well as the insufficient guarantee of basic sports activities in schools,make the starting point of physical education education unfair.Regional economic development gap,physical education policy is not effective execution and implementation is the main cause of starting point unfair.The Process is injustice:1.the insufficient concept of gender equality of textbook writers and the lack of gender censorship led to the imbalance of the proportion of men and women in the pictures of sports and health textbooks and the gender differences in sports items,role models and action demonstration,which strengthened the gender stereotypes in sports.2.The gender inequality in physical education is still dominated by men,which is confrrmed by the gender differences in the interaction frequency,the choice of action demonstrator,the number of physical contact,the encouragement and criticism,the class committee appointment and the teaching language.Teachers’gender will dffect the interaction between teachers and students,female students have more frequent interaction with female PE teachers,and the interaction between students in a single gender class is better than that in mixed gender classes.The basic structure of classroom determines the type of interaction,and teachers’gender,teaching content,teaching style,teaching environment and students’ behavior characteristics are the decisive factors influencing the interaction between teachers and students.In order to create a gender-fair teaching environment in classroom teaching,it is necessary to increase the content of gender awareness in the process of teachers education,examine the teaching environment for equal teaching,and face up to teachers’ views on gender roles.3.There are four types of sports vulnerable groups in physical education,such as disabled people,able-bodied people,education abandonment and education self-abandonment.The "affiliated","visitors","sedentary" behaviors and lack of care are strong evidence of the lack of fairness in physical education process.The education fair principle of education compensation for the disadvantaged should be implemented under the principle of positive difference so that it can be returned to the mainstream in a free way,and the three-level remedial system including in-class immediate remedy,AD hoc resource room and individual counseling can be adopted to promote the transformation of the disadvantaged.4.through education subject’s judgment of education fair perception of physical education,it can be concluded that physical education fair degree is insufficient.PE teachers are unfairly treated and biased in society,and their overall sense of fairness is poor.Due to the weak awareness of fairness of education and lack of sensitivity,the value orientation of physical education curriculum is single and easy to be satisfied,the inappropriate attribution of the result difference of education results in schools and the automatic waiver of sports rights,and the overall sense of fairness is"high".The difference between sports achievement and expectation of physical education achievement will affect students’ sense of fairness.Results the fairness approximation is weak:Closely related to the quality of physical education work,Students’ sports participation,sports knowledge,sports skills,physical health,regional,urban-rural and inter-school differences in psychological capital,proved that the results of physical education education had weak fairness approximation.The education acquisition of students is influenced by family background,and there exists the transfer and transformation of intergenerational capital.The allocation of teachers has a significant impact on students’ physical health,and the unfair starting point leads to unfair results.Extra-school education both makes up for and expands the inequalities in the outcomes of school sports education.The elements of policy equity are insufficient:policy equity is the logical starting point of solving the problem of school sports equity.Since the reform and opening up,the fairness elements of the legal provisions in the three dimensions of constitutional law,administrative regulations and ministerial rules in China’s school sports policy have been inadequate,and they are in the category of basic and low-level justice system.There are some problems such as the lack of gender sensitivity in the provisions of gender equality and vulnerable compensation,the single orientation of vulnerable people and the "empty" way of AIDS.It is the policy root of the problem of school sports fairness to despise the "fairness" of school sports policy."Unfair,public and ineffective" is a true reflection of the fair consideration of school sports policy.In order to improve the effectiveness of physical education in promoting education fairness and social justice,we should realize the fairness of physical education.It is necessary to explore a new era of physical education fair realization path and staged steps on the basis of correctly understanding the fairness concept of physical education.so that basic education balanced development of sports first;Eliminate negative mental stereotypes in physical education,break stereotypes and solidify opinions;Carry out diagnostic physical education and make education compensation to the disadvantaged groups.Actively promote the legislation of physical education to make up for the gap in policy implementation;Following education fair logic,insist on the compulsory sports system of the school;Make up for the service failure of physical education education and realize the goal of all-round development.