Download pdf
Analysis of the Application of Educational Equity in Primary Education
- 1 Yunnan Normal University College of Arts and Sciences
* Author to whom correspondence should be addressed.
Abstract
Traditional teaching modalities, which mainly feature teachers' lecturing and systematic knowledge imparting while disregarding students' initiative, have become difficult to accommodate the demands of modern education. Although the group cooperative approach is conducive to enhancing students' comprehensive capabilities, it also has deficiencies. Education equity refers to providing citizens with equal opportunities for learning and development, encompassing fair and just access to education and enjoying balanced educational resources for potential realization. This article analyzes the application of traditional and group collaboration modalities in primary school teaching, dissects the causes of educational inequality, excavates the value and patterns of both modalities and explores how to incorporate educational equity. It aims to facilitate the critical inheritance and modern transformation of traditional modalities and the improvement and development of group collaboration modalities. Eventually, it combines both with educational equity to serve primary school education and teaching.
Keywords
Educational Equality, Traditional Methods, Group Collaboration Methods, Applied Analysis
[1]. Al-Rawi I. Teaching methodology and its effects on quality learning. Journal of Education Practice 2013;4(6):100-5.
[2]. Crisianita S, Mandasari B. THE USE OF SMALL-GROUP DISCUSSION TO IMRPOVE STUDENTS’SPEAKING SKILL. Journal of English Language Teaching Learning 2022;3(1):61-6.
[3]. Cross JR, Frazier AD, Kim M, Cross TL. A comparison of perceptions of barriers to academic success among high-ability students from high-and low-income groups: Exposing poverty of a different kind. Gifted Child Quarterly. 2018;62(1):111-29.
[4]. O’Connor MC, Michaels S. Shifting participant frameworks: Orchestrating thinking practices in group discussion. Discourse, learning, schooling 1996;63:103.
[5]. Warikoo N, Sinclair S, Fei J, Jacoby-Senghor D. Examining racial bias in education: A new approach. Educational Researcher. 2016;45(9):508-14.
[6]. Chapman E. Alternative approaches to assessing student engagement rates. 2003.
[7]. Zhao M. The Effect of Stratified Teaching on Students' Self-efficacy. Lecture Notes in Education Psychology Public Media 2023;23:80-7.
Cite this article
Yan,Y. (2025). Analysis of the Application of Educational Equity in Primary Education. Lecture Notes in Education Psychology and Public Media,85,43-50.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).