DOI: 10.14704/nq.2018.16.5.1378

Educational Equity Based on Brain Cognitive Behavior Science

Huilan Yue


Since the reform and opening up, the level of education in China has been improving continuously. However, there is still a widening gap in some respects. In the academic community, the definition of the concept of education equity is different. Considering the opinions of many scholars, the author believes that education equity can be roughly divided into three forms: the first is the equality at the starting point of education, which includes the equality of the right to education and conditions for schooling; the second is the equality in educational process, which includes the equality of educational content and teacher-student relationship; the third is the equality of educational results, which includes the equality of ultimate achievement in academic achievement and the impact of academic qualifications and education they receive on their future social life. This paper uses the theory of brain cognitive behavior to conduct an EEG experiment to study the issue of education equity in China from these three perspectives. It simulates the generation process by which everyone views the scientific equality of education from these three perspectives, analyzes the scientific equality of education, and proposes ways to solve the problems of education equality, providing reference for relevant researchers.


Education Equity, Brain Cognition, EEG Experiment

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