【作 者】：
陈锋娟， 刘清堂， 张 思
【关 键 词 】：
微观教育公平； 同步课堂； 教学过程公平； 分配正义； 承认正义
【栏 目】：
教育数字化
【中文摘要】：
我国义务教育已基本实现均衡发展，教育公平的关注点正转向微观教育过程，进入后均衡时代。同步课堂是推动义务教育公平与均衡发展的具体实践，其交互环境独特、交互主体多元、城乡学生社会文化背景差异显著，其实践效果与面临的挑战备受学术界关注。然而，少有研究从微观教育公平视角深入剖析教学过程。因此，研究基于分配正义和承认正义理论，构建了同步课堂教学过程公平观察量表，对同步课堂进行跟踪分析。研究发现，教师眼神关注、对话机会及知识建构机会分配不均；教师在课堂对话中占据绝对主导地位，抑制了学生主动性；在与两地学生的互动中，教师的包容性和关怀性有待提升。此外，这些公平问题呈现固化趋势。为此，研究提出改进建议，旨在构建平等、民主且关爱的课堂环境，探索后均衡时代教学过程公平的新路径。
【英文摘要】：
With the basic achievement of balanced development in China's compulsory education, the focus of educational equity is shifting to the micro-level educational processes, marking the entry into the "post-equilibrium era". Synchronous classrooms serve as a concrete practice to promote equity and balanced development in compulsory education,, characterized by unique interactive environments, diverse participants, and significant socio-cultural disparities between urban and rural students, and their practical effectiveness and challenges are highly concerned by academics. However, few studies have delved into this issue from a micro-educational equity perspective. Therefore, based on the theories of distributive justice and recognitive justice, the study constructed an equity observation scale for synchronous classroom teaching processes to track and analyze the synchronous classroom. It is found that teachers' eye contact, dialogue opportunities and knowledge construction opportunities are unevenly distributed. Teachers maintain absolute dominance in classroom interactions, suppressing student initiative, and teachers' inclusiveness and caring in their interactions in both regions need to be improved. Furthermore, these equity issues exhibit a tendency to become entrenched. To address these challenges, the study proposes suggestions aimed at creating an equal, democratic and caring classroom environment, exploring new pathways for achieving equity in the teaching process during the post-equilibrium era.