Abstract
As a controversial form of teaching organization, the fairness of layered optimal teaching has been questioned and defended in educational practice and theoretical research. The question of layered optimal teaching is mainly based on formal justice, criticizing the uneven distribution of resources caused by unequal opportunities; The defense of layered optimal teaching starts from the discrimination of the concepts of fairness and equality, and believes that fairness means “difference” and “compensation” on the premise of ensuring the basic right to education. In this article, it is demonstrated that education, as a unique field, has its own distribution principle, and the fairness of layered optimal teaching should be considered from the perspective of “complex equality”. Furthermore, based on the principles of “demand” and “due”, it is proposed that layered optimal teaching can promote the realization of educational fairness in the process of practice from three aspects: strengthening guidance, clarifying needs, scientific evaluation, reasonable stratification, dynamic management, and appropriate compensation.
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