What are the outstanding problems in the function of traditional courses?

The main problems existing in the evaluation of basic education in China are: overemphasizing the selection function and ignoring the improvement and incentive function; Pay too much attention to the evaluation of results and ignore the evaluation of process; Pay too much attention to the evaluation results and ignore the function and significance of the evaluation process itself; The evaluation content pays too much attention to academic performance and ignores the comprehensive evaluation of comprehensive quality and the evaluation of development potential; The evaluation method pays too much attention to the presentation of "quantity" and ignores the presentation of "quality"; The evaluation subject is too single, but the diversification of the evaluation subject is ignored. First, we pay too much attention to the transmission of knowledge in school education, ignoring students' sociality, values and creativity. Paying attention to students' mastery of basic knowledge and cultivation of basic skills has long been the tradition of basic education in China and can be said to be our advantage internationally. Second, the course content is "difficult, complicated, biased and old", which pays too much attention to book knowledge and is divorced from students' experience. Third, the current curriculum system takes subject knowledge as the core, overemphasizes the subject standard, emphasizes the independence of different subjects, ignores the connection between science, art and morality, and ignores the integration and correlation between disciplines. Taking discipline as the center is a tradition in China that has lasted for many years. With the development of science and technology, many phenomena and problems can no longer be explained and discussed by a single subject knowledge. Fourth, students put too much emphasis on receptive learning, rote learning, mechanical training, overtime, and like a word dozens of times and hundreds of times.