论文总字数：9881字

摘 要

幼儿园课堂教学是幼儿教育的实践领域，是实践幼儿教育的主阵地。从某种意义上说，幼儿园课堂教学的公平与否直接显示了教育公平的实现水平。本文从幼儿园课堂教学中的教育公平的内涵、幼儿园课堂教学中的不公平现象、幼儿园课堂教学不公平的原因分析以及促进幼儿园课堂教学公平的策略四方面，谈谈怎样促进幼儿园课堂教学中的教育公平，以尽可能地保证教师平等地对待每一个幼儿，促进幼儿的全面和谐发展。

关键词：课堂教学，师幼互动，教育公平

Abstract: The classroom teaching in kindergarten is not only the practice area but also the main position of the preschool education. To some extent, whether the classroom teaching in kindergarten is equitable or not directly reveals the implementation level of educational equity. Thus this thesis aims to explore how to promote the educational equity in the classroom teaching from the four aspects, respectively the contents of educational equity, the presentations of inequity, the reasons of inequity and the strategies to promote the fairness in the classroom teaching, and as much as possible to ensure every teacher treat young children equally , to promote the full and harmonious development of young children.

Key words：the classroom teaching, interaction between teachers and children, educational equity

目 录

1 幼儿园课堂教学中的教育公平的内涵··························4

1.1 课堂教学公平············································4

1.2 幼儿园课堂教学公平····································· 4

2 幼儿园课堂教学中的不公平现象······························4

2.1 课堂空间的不公平········································5

2.2 课堂时间上的不公平····································· 5

2.3 课堂中师幼互动上的不公平································5

2.4 课堂教学内容上的不公平··································7

2.5 课堂教学心理上的不公平··································7

3 幼儿园课堂教学不公平的原因·················8

3.1 教师缺乏公正、平等的思想······························· 8

3.2 学校教学过于追求统一和同步····························· 9

3.3 社会存在功利主义的思想································· 9

3.4 幼儿个体差异性的客观存在······························· 9

4 促进幼儿园课堂教学公平的策略·····························10

4.1进行体制改革，提高教师待遇·······························10

4.2学校制度的改革与创新···································· 10

4.3教师自我努力与提升的意识与尝试···························10

结论·························································12

参考文献·················································13

1 幼儿园课堂教学中的教育公平的内涵

1.1 课堂教学公平

课堂教学是教师根据预定的课表，对一个有固定学生的班级、按照各科课程的教学大纲所规定的教学要求、选取适宜的方法进行教学^[1]。

教学公平的内涵可以归纳为一下三方面：

1.1.1 平等性

它是课堂教学公平最基本的特征，有两层含义：一是师生地位及学生受教育权和发展权的平等。二是要求教师平等的看待每一个学生。

1.1.2. 差异性

它表明学生具有个体差异性和独特性，因此教师要根据每个学生的特点，因材施教，使教学活动最大限度地促进每个学生的身心发展。

1.1.3 发展性

它对教师提出了要求：一是要尽量满足每个学生全面发展的需要，促使每个学生都能够实现自我价值。二是使每个学生都能够充分开发潜能，富有个性的发展。

1.2 幼儿园课堂教学公平

学前教育是为3—6岁的幼儿提供的教育。幼儿园课堂教学是学前教育的实践范畴。幼儿园课堂教学中的教育公平，即幼儿园课堂教学公平，是在幼儿园课堂教学中，教师应该尊重每个幼儿平等的受教育权和发展权, 公平地对待不同个性及不同能力水平的幼儿,根据每个幼儿的个性特点采用与其个性发展相适应的教学方法, 区别对待幼儿之间的个体差异,以增进所有幼儿的全面的、可持续的发展, 以此构建和谐的课堂教学。它主要是依据教育公平内涵的三方面：平等性、差异性、发展性。对幼儿园课堂教学公平的研究主要为了实现两个目标：一是阐述幼儿园课堂教学中存在的不公平表现；二是探究产生不公平现象的原因，并寻找有效策略，创造条件，促进幼儿园课堂教学中的教育公平。

2 幼儿园课堂教学中的不公平现象

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