“课堂公平”的内涵应包含两个层面:课堂教育行为的客观操作层面及学生的公平判断与情绪体验层面。后者是前者的衡量标准和最终依据,这与当前所提倡的服务型教育理念相一致。教师应通过人本关怀原则实现两者的有机结合,实现两者的和谐统一。亦即,“课堂公平”是合情(合学生之公平情感体验)与合理(合客观公平分 The connotation of “classroom fairness” should include two levels: the objective operation level of classroom education behavior and the students' fair judgment and emotion experience level. The latter is the former measure and the final basis, which is consistent with the current concept of service-oriented education. Teachers should realize the organic combination of the two through the principle of people-oriented care so as to realize the harmony and unity between the two. That is, “classroom fair ” is a combination of fairness (equitable emotional experience of students) and reasonable