Empirical Research On The Instructional Fair

The class teaching equity is a concrete manifestation of educational equity in the microscopic field. Teaching is the center of education, Class teaching is the teaching center, all the different levels of education equity ultimately depend on class teaching equity. Therefore, Class teaching equity is not only the last extending field, but also the key areas to achieve educational equity. The key and major work to solve the existing problems of class teaching equity is to confirm the importance of the issue, and effectively identify problems, determined the exact cause of the problem substance, then find a scientific and rational solution.This paper follows the general research ideas of asking questions, analyzing the problem, and solving the problem. As an entry point, we use empirical analysis and make quantitative evaluation of class teaching equity, discusses the many factors that affect the class teaching equity, then put forward suggestions for it. The main contents of this paper is as follows:The first part, Introduction. This part includes the proposed research, the existing research achievements, logical path, research methods, the significance of this study and the creative and insufficient.The second part, the theoretical analysis of the problem of class teaching equity. In this section, this paper conducted in-depth discussion of the basic questions and concepts of equity and the class teaching equity, the features of class teaching equity, and the logic structure of class teaching equity, equality and efficiency,to set an ideal path leading to the equity value of the demands for reasonable measurement of class teaching equity level.The third part construct of class teaching equity evaluation system and the quantitative evaluation process. This part is the main problem in this article. Establishment of three six-dimensional evaluation system for class teaching equity, Interception of the issue of class teaching equity representation of indicators, which is to be the measuring formation of the three-dimensional framework. Through survey, observation, interview, we can analyze the class teaching equity. And above the base,we can attributed the reasons to the class teaching unequity and provide important support for our proposed solutions to this problem in the next step. The forth part, Suggestions for class teaching equity. First, the basis of class teaching equity is to optimize the allocation of educational resources, including two aspects of the macro environmental resources and micro-environmental resources. Second, the class teaching equity lies in teachers to foster awareness, improve teaching ability and use a variety of teaching methods.Finally, the foothold of class teaching equity is the students. Class teaching equality is to protect the fundamental rights of students in the classroom. Efficiency of classroom teaching is to promote the overall development of students and the full development of all of them.Classroom teaching is the platform of education practice of equity, class teaching efficiency and class teaching equality should promote each other, they are both of the class teaching equity.