Attribution Analysis And Solution Of Educational Inequity In Transformation Period Of China's Society

Educational equity has been an important topic in the international education reform since 1960s, and has been popular in China since 1990s. With China's entering into a key transitional stage pushed by the development of the socialist market economy, social contradicts become serious. As a result, educational equity starts to attract public attention. Educational equity includes people's educational right and distribution of educational resources. Whether education is equitable or not is very important to a country or a person, it will deeply influence on national quality, social development, stabilization and harmony in the future. To some extent, education plays an important role in relieving social contradicts, improving disadvantaged groups' social status and life quality as well as developing people's social adaptability.The paper firstly pays attention to the concept of educational equity. Since educational equity has different contents under different political systems and social histories, we must put forward a kind of concept according to the national conditions of China. Secondly, we have made great achievements in educational equity since the founding of new China, but we also face many problems and challenges. Thirdly, compared with many scholars, who research the causes to educational inequity from educational external environment (for example, sociology, economics, ethnics, law, and so on.), the paper puts emphasis on the education activities themselves (educational purpose and value orientation) to study factors resulting in educational inequity. Of course, the paper also briefly analyzes the externally restrictive factors. Finally, the paper puts forward some scientific and realizable ideas, rules and concrete measures to solve the problem of educational inequity in line with the above attribution analysis.Adhering to relevant viewpoints of Marxist philosophy, in line with education development status and times background, we can draw the conclusion that China has realized basic educational equity in quantitatively at compulsory education stage, now we try our best to reach regional harmony of high-quality educational resources, we will carry out diversified education forms to meet the personality development of individual students step by step.