Foreign countries are open education, focusing on the application of knowledge and teamwork.
China education only seeks knowledge, not innovation!
Education abroad respects individuality and encourages creativity.
Education in China begins at 0.
Education abroad begins at 100.
Evaluating the exam-oriented education in China today has turned China students into learning machines. What do you think in today's society where grades and diplomas are not equal?
Education, it is not easy to say I love you.
In recent years, in addition to the establishment of the education quality award, the municipal government's investment in education has increased year by year.
Every year, only in the purchase of teaching equipment and the improvement of teaching conditions, it is far higher than many surrounding cities, especially urban schools, basically eliminating the D-class dangerous buildings and achieving the goal of all schools having teaching buildings.
However, tall teaching buildings are not a sign of famous schools. The quality of our education has not improved because of the improvement of teaching conditions, but has been declining every year.
There are still some problems in our education:
I. Balanced educational resources
A city has made the greatest efforts in balancing educational resources, which has been affirmed by its superiors, but people in a city have more and more opinions in this regard. The main reason is that we understand fair education as "average education". Because we deny the differences in education, or we dare not face them.
Mr. Gu Mingyuan, President of China Education Association, said in reply to Xinhua News Agency reporter Liu Dan on June 28th: "I think we should not only allow differences, but also acknowledge, value and cultivate them. Education cannot flatten talents because of fairness. "
Mr. Gu Mingyuan believes: "This difference does not refer to the difference caused by the objective environment, but to the educational difference caused by the individual differences of people."
Mr. Gu Mingyuan said that education equity refers to the fairness of providing every child with the opportunity to enter school (including the fairness of the selection and examination) and the fairness of the education process (including the educational conditions and teachers), but it cannot guarantee the fairness of the educational results, because people have different talents and different environments.
For example, he said that the IQ of ordinary children is around 100, but some children can reach 130 or140; In addition, every child's intellectual characteristics are different, and some children have strong mathematical and logical intelligence. How to take care of this difference in education should be "teaching students in accordance with their aptitude".
"From the perspective of social standards, we also need differences in education." He said that modern society needs all kinds of talents, and diversified talents need education to cultivate. Therefore, education cannot train students with one specification and one model. Students should be provided with a variety of choices, admit differences, allow differences, cultivate the reasons for differences, teach students in accordance with their aptitude, and pay special attention to the cultivation of top-notch talents.
The current practice of our school education seems to be transforming elite education into mass education, but we ignore that mass education is not to completely reject the existence of elites. When a school has an extra student with a high score, we will simply think that this school is a good school. No matter how great the teachers are here, our leaders will make a fuss here and exclaim, Wolf is coming! Then "listen to wailing" on campus.
There is a chair, which always shakes when you sit on it. The carpenter picked up the saw and sawed off three legs on the ground. Later, it was found that it was still unstable and it was sawed; If it is still unstable, you can cut it again ... and finally the chair becomes a board without legs. Are we even? No, the ground was uneven.
"The Municipal Education Bureau has done a lot of work and adopted various measures and policies to balance educational resources and promote educational equity. For example, balancing teachers in the first grade. Schools, especially those with better education quality, must balance the teaching staff in this year's enrollment, do not allow any form of key classes, put an end to educational discrimination, and ensure that every student enjoys fair educational resources. " This is one of the important measures to balance educational resources. "Ensure that every student enjoys fair educational resources." This should be our goal. However, does the abolition of key classes put an end to educational discrimination? Do students in ordinary classes get the same high grades? Don't students with high scores "discriminate" against students with low scores? I believe that "discrimination" will be more serious if gifted students and poor students bow their heads and don't look up every day. In fact, every teacher knows that whoever meets a good student can educate well. The key to the unfairness of educational resources is not hardware (teaching buildings and teaching equipment), not teachers, but students. Simply canceling key classes violates the principle of teaching students in accordance with their aptitude, and it is even more difficult to ensure the fairness of education.
In fact, the educational fairness that we are desperately defending is not the fairness in teaching hardware, mainly because we don't want to see our grades worse than others. However, in the face of scores, no one dares to say that he is a real winner, including the champion of the college entrance examination. They can only say that they are lucky because they are not sure to take the exam again. Therefore, most or even all students are losers. Since you are a loser, you must always find reasons. Education fairness, key classes and branch schools will naturally become the targets of most people's attacks.
Second, the understanding of famous schools
"Our provincial demonstration school wanted it to take the lead, but I didn't expect this." In the recruitment market, a leader of our education department said.
The subtext of this leader is actually: A provincial model school should not have it. Or: there is an error in the enrollment method of a provincial model school in a city.
Model schools are actually synonymous with key middle schools. Should it exist? To understand this problem, we must learn from other cities and foreign countries, and our horizons will be broadened. Zhengzhou, Luoyang, Beijing, Shanghai, Britain and the United States. At present, almost every student in China knows about Peking University and Tsinghua. Can you say they shouldn't have it? Without them, many of our cutting-edge technologies would be impossible. You might say, this is a university, and primary and secondary schools should not have it. But have you ever wondered where you come from without primary and secondary schools? Children's young minds have been instilled with such educational fairness without competition, and it is hard to imagine that they will have strong psychological endurance when they go to college. I'm really worried. At that time, they will call our working methods simple and hypocritical.
Let's take a look at our enrollment method first. It is understandable for primary school students to go to school nearby for safety reasons. If a student lives between two schools with the same distance, can he choose at will? The answer is definitely "no". After entering middle school, students have a strong sense of security and can go to school far away, so enrollment is even more problematic. This has led to the "Yaohao" enrollment method that we have always adopted in branch enrollment. To put it bluntly, it is really helpless, or rely on luck!
In fact, as far as the general situation is concerned, there is no distinction between famous schools and ordinary schools. The best school should be the most suitable place for children's development. Understand this, there will be no top students and poor students. Society needs talents from all walks of life. When there is a surplus of talents, the competition will be more intense. Doesn't the difficulty in finding jobs for college students now illustrate this point? As parents and teachers, it is not important to take on the role of instilling knowledge too much. We should also carefully observe the child to see where he is more suitable for development and find the coordinates of life for the child. Just like the five fingers on the palm of our hand, they are long and short, and each has its own division of labor. Can you say which is more important and which is less important? Which is a good finger and which is a bad finger?
As far as the balance of our current educational resources is concerned, the focus should be on how to strengthen the construction of weak schools, so that backward rural schools can catch up with schools with high level of urban development, rural areas and cities, and the same areas in the central and western regions and advanced regions, instead of deliberately hindering their development in exchange for the so-called balance. This is a retrogression in education and will be condemned by history.
Second, the understanding of quality education
When it comes to quality education, many people will naturally relate to sports, music, aesthetic education and other disciplines. When introducing the development of quality education in their own units, they will show many award-winning certificates, medals and their local rankings. They think that the more rewards, the better quality education. Many educational authorities have also constantly contributed to this, which has virtually caused the proliferation of various competitions and contributed to the impetuous utilitarian thoughts of society. All kinds of training are flying all over the sky, parents are forced, students are tired, and more children are brought into another troubled world. Is this the quality education we advocate? Really get rid of the shackles of exam-oriented education? Our province is one of the few provinces in China that will include the results of the senior high school entrance examination in the total score. Parents who have candidates for the senior high school entrance examination can feel a tense atmosphere in the physical education test before the senior high school entrance examination. Students who already lack sleep have to practice in ignorance under the guidance of physical education teachers. Is this aggravating students' health and burden? During this period, many teachers asked parents to spend money to run relationships and buy grades in front of students in class. Does this increase students' ideological burden? Moreover, is this still using and encouraging exam-oriented education in disguise? Can it really change the current situation of overweight children with poor eyesight? I look forward to such a set of data to demonstrate, rather than some of our "educators" with ulterior motives to speculate and guess. Personally, I don't think it can be called quality education without the teaching of body, sound and beauty, but it is even more difficult to do a good job in quality education without the teaching of body, sound and beauty.
There are also some educators who think that quality education is aimed at exam-oriented education, and there should be no exams, at least fewer exams. Even if there is an exam, don't rank it, and don't let the children know the results. Let's take a look at Mr. Huang Quanyu's A Ten-cent American Exam.
Some people think that quality education means canceling exams. But in fact, American students have experienced no fewer exams than China students.
There are many authorized examination institutions in the United States, such as TOEFL, GRE, GMAT, etc., which are familiar to many people in China and sponsored by the famous non-profit organization ETS (Educational Examination Service). These various examination institutions have designed various examinations according to different requirements or examination priorities. American students probably start from the third grade of primary school and take this kind of examination given by various examination institutions at least once a year. As for what to take, it is decided by the higher authorities of private schools or public schools.
The following are all kinds of "unified exams" that Cai (my son) took during his study in the United States:
Preschool central reading test; Grade 3-Stanford Achievement Test//Otis-Lennon School Ability Test; Fourth grade-Ohio is good at exams in the fourth grade; Grade 5-Iowa Basic Skills Examination; Sixth grade-Ohio sixth grade is good at exams; Seventh grade-Iowa basic skills and cognitive ability test; Eighth grade-Ohio eighth grade is good at exams; STS high school entrance placement exam; Ninth grade-Ohio is good at exams in the ninth grade; Tenth grade-grade and proficiency and cognitive ability test ...
In addition to the first and second grades of primary school, the mine participates in the national or statewide "unified examination" under the arrangement of the school every year.
Take a report card of my third grade primary school as an example: * * * two pages, the first page has three tables, the first table is the results of various exams and the information compared with similar students in the whole country and Quanzhou. On the right side of the table is a legend, from 1% to 100%, every 10 has 1 step, and the children's grades are marked with black lines in the corresponding areas.
It can be seen that in the United States, where quality education is developed, there are not only exams, but also frequent exams. The exam is not only ranked, but also very specific, which means that quality education is not completely without exams. On the contrary, judging from the situation of college entrance examination in recent years, the results of college entrance examination are basically proportional to students' ability, and exam-oriented education is not the culprit.
Judging from our current education situation, the voice against the exam is getting louder and louder. I think it is self-deception, because under the current social system, it is impossible to cancel the college entrance examination, and the exam is what students must face eventually. Canceling the exam can only leave the difficulties for tomorrow, which is an evasive behavior.
In my opinion, we educators and our parents should understand the examination from a height, pay attention to cultivating students' imagination, creativity, operational ability and practical ability in the setting of examination questions, and completely abandon the traditional mode of partiality, difficulty, complexity and emphasis.
As far as exam-oriented education and quality education are concerned, I think the baton of the college entrance examination is still playing a guiding role, but it is really wrong to blame it entirely on the college entrance examination. What really gets us into trouble is our unprecedented severe employment situation.
In developed countries in Europe and America, the average income of different occupations is roughly the same, but with the acceleration of modern production in China, there are more and more surplus laborers, and the gap between the rich and the poor is widening. There are as many as 50: 1 for an ordinary civil servant position, and there are as many as five * * * positions for one thousand people. How many parents want to train their children to be great men or scientists? Most people's wish is actually to survive. Therefore, I think it is like an idiot to ban exam-oriented education and develop quality education before the employment situation is fundamentally improved.
Fourth, the functions of the education authorities are misplaced.
Education has attracted much attention because time is one-dimensional, and childhood is only once for everyone. If a child misses the best learning period of school education, it will be detrimental to his life development. This is the main reason why the reform of college entrance examination has been difficult to make up your mind, because carelessness will affect a generation. This requires every educator to seek the opinions of most students, parents, teachers and relevant experts when making decisions, consider whether it is in line with the actual situation in the region, and resolutely put an end to "following the trend" behavior.
When dealing with the education reform, the education department with government responsibility should always check whether there are inappropriate and offside situations when exercising their rights.
The insufficient phenomenon is mainly manifested in the implementation and enforcement of the education law. As an education department, the main responsibility is to ensure the implementation of compulsory education, and the focus of work should be on ensuring teachers' salaries, selecting school leaders, supervising school management, stopping arbitrary charges in education, and strictly controlling teachers' access. Because this is the foundation and difficulty of education. When these points are done, other problems will be solved. At present, there are more or less forms and formality in these aspects. The salary of teachers in cities is not slightly higher than that of local civil servants; The appointment mechanism of school leaders is chaotic, lacking necessary supervision, and the assessment system for principals is ineffective; The open, fair and just employment mechanism of the school has not really been established, and the lines of financial disclosure are too general and rough, which is easy to hide disadvantages; The management of teaching staff is chaotic, the distribution mechanism of more work and more pay has not been formed, and the recruitment of teachers is shady. Many really excellent normal graduates are excluded from the teaching profession. On the contrary, many have not qualified for education but have joined the teaching staff. The backward educational concept of school administrators is not conducive to the development of quality education; Some teachers' moral level is low, and there are phenomena such as eating and taking cards, forcing make-up classes and charging fees at random.
Offside phenomenon is manifested in too much interference in the normal teaching work of the school, such as how to divide classes, how to arrange class teachers, how to arrange classroom teachers and so on. Can a city-wide education authority be familiar with the situation of teachers in various schools? Is the information you hear from hearsay necessarily accurate? Do you think you can do all the work of a school guidance office?