The Study On The Probllem Of Collective Teaching Activities Equity In Kindergarten

Educational equity is the outreach of social equity in educational field, which also embodies the concept of value about equity. Educational equity includes the equity of starting point, the equity of process and the equity of results, the equity of process is the core of educational equity. Researching the process of equity is needed to be implemented in the teaching activities, collective teaching activities equity is the embodiment of educational equity at the micro level, to realize the collective teaching equity will have a significant impact in the development of children’s life.The study selects kindergarten A from Hang Zhou, and sorts2big classes,2middle classes and2small classes as research objects, and tries to analyze and explore the issue of collective teaching activities equity by ways of observation, interview and literature analysis.Firstly, the paper illustrates the connotation of the collective teaching activities equity, and establishes the theoretical framework of collective teaching activities equity based on the equal principle, differential treatment principle and compensation principle of educational equity, that is guaranteeing the children’s basic rights, equal opportunity and differential treatment.Secondly, the paper surveys the issues of kindergarten collective teaching activities equity from three elements of collective teaching activities equity. The conclusions are as follows:in respect of guaranteeing the children’s basic rights, children’s basic rights suffers invasion; in respect of equal opportunity, the equity problems mainly reflect in arrangement of children’s seats, questioning, guiding activities, letting children assistant teachers, displaying children’s works, children showing themselves in collective teaching activities and kindergarten teachers’ informal evaluation; in differential treatment, kindergarten teachers can not effectively implement teaching students in accordance with their aptitude, and lack of compensating weak children.Thirdly, According to the issues of kindergarten collective teaching activities equity, the paper from four aspects of kindergarten teacher, young children, kindergarten and society to carries out attribution analysis. The conclusions are as follows:kindergarten teachers’theoretical quality, teaching ability, occupational moral norms and psychological quality, children’s character, differences of family background and children parents’expectation, kindergarten’s class size, teaching activities time and kindergarten teacher’s management ideas common cause kindergarten collective activities inequity.Fourthly, the paper puts forward some feasible strategies for kindergarten collective activities equity from kindergarten teacher, kindergarten and government: first, kindergarten teachers should perfect specialized knowledge, improve teaching skills, promote occupational moral norms and cultivate favorable psychological quality; second, kindergarten should control class size, kindergarten teacher should promote management ideas and strengthen cooperation between kindergarten and children’s families; third, the government should strict teachers’admittance system, perfect teachers’training system and improve teachers’treatment.