Why does education in China become exam-oriented education?

The source of interest in exam-oriented education

The so-called exam-oriented education refers to the education for the exam. This concept is opposite to the promotion of students' development by quality education. As long as it is education, as long as it is school, there will be exams. Most teachers, parents and students in China hate China's examination system, because this specific examination system is not student-oriented, not to test students' comprehensive quality and improve their quality defects, but to suppress students' personality, destroy students' health and self-esteem and self-confidence. This kind of examination is not aimed at students, but at students. Over the years, the disadvantages of exam-oriented education are obvious to all. It has become a kind of social knowledge and is generally hated by people. But why is the exam-oriented education getting worse and worse, and there is no improvement at all? I don't think the problem of exam-oriented education is a simple concept, because everyone from the leaders of the education administrative department to the ordinary people knows that exam-oriented education has harmed children, and there is no conceptual obstacle to their aversion to exam-oriented education. The fundamental reason why exam-oriented education remains unchanged for a long time is the structure of power and interests. Educational monopoly and privilege sharing groups represented by educational administrative departments need exam-oriented education. Only this unified exam-oriented education model is most in line with their control convenience, their power and interests, and their self-interest are constantly strengthening the nerves of exam-oriented education. Only by sucking the blood of hundreds of millions of children's youth through exam-oriented education can they be easily fattened.

What to test and how to test determine what to teach and how to teach, the examination system determines the teaching system, and the teaching system determines the educational fate of students. Without humanized examination contents and methods, there will be no humanized teaching contents and methods, and students will be treated inhumanely without humanized education contents and methods. However, under the current education system, students are subject to teachers and principals, and teachers and principals are subject to bureaucrats in the education administrative department. They are the masters of the education field. They use their unified command of the college entrance examination, senior high school entrance examination, examinations and all kinds of examinations to command students, teachers and principals all over China, and those who obey will die. The huge educational privilege has brought huge benefits to educational bureaucrats, which makes them unwilling to change the sinister status quo of education, thus forming the mutual nourishment and mutual reinforcement of power and interests with the education administrative department as the core.

To engage in quality education is to engage in education that adapts to students' personality characteristics and pays attention to students' quality development. In the course selection and setting, we should decentralize, with teachers, parents, students and experts as the core, and choose and design school-based courses in various schools. But if so, who will the teaching materials and teaching AIDS designated by the education administrative department be sold to? How to realize their monopoly interests? The total price of textbooks for primary and secondary schools in China is about 20 billion yuan each year. The total annual price of teaching AIDS in primary and secondary schools in China is about 60 billion. If the related expenses such as examination papers are added, it will exceed 654.38+000 billion yuan. The rebate cost of teaching materials is about 30%, which means that about 30 billion rebates flow into the hands of educational administrative departments and school leaders at all levels every year. This is the advantage of unifying teaching materials, teaching AIDS and exams. Therefore, in the face of the voice of the whole society demanding quality education, the education administrative department has also promoted a new teaching material called quality education and personality in the country in recent years. In other words, quality education and personalized education must also be a national unified model, and only one model of quality education and personalized education stipulated by the education administrative department is allowed. Isn't this a joke of quality education? In fact, this is not a joke, but the power and monopoly interests related to it. At the beginning of 200 1, the new curriculum was introduced and the Ministry of Education began to promote it in an all-round way. Some experts criticized the triple identity of "the leader of curriculum reform": formulating new curriculum as an administrative official, preaching new curriculum as a scholar and benefiting from new curriculum as a businessman.

Judging from the examination content, it is closely related to the unified syllabus, unified teaching materials and unified teaching AIDS stipulated by the education department, and the knowledge points stipulated by the education administrative department are the focus of the examination. Why can't the exam topic be alive? Why can't exam questions give students more room to develop their imagination and quality? The reason is still under control. If the questions are too broad and flexible, the internal relationship between the examination and the unified syllabus and teaching materials will be loose. If this connection is loose, the unified syllabus, teaching materials and teaching AIDS will lose their authority and value, schools will choose their own teaching materials and innovate various teaching methods, and the administrative power and monopoly interests of the education administrative department will be greatly reduced. Monopoly interests need a rigid and unified syllabus and teaching materials, so the examination questions and methods have to follow suit, which is the fundamental reason. Starting from 1983, the Ministry of Education has made a dead rule: starting from 1984, the college entrance examination will focus on the proposition of basic textbooks. Interest commands power, and this privileged interest is in control, so all the macro theories about quality education in the education department are a mere formality. At the national conference on education held around 1997 65438+ 10/6, the leaders of the state education commission proposed to change from exam-oriented education to quality-oriented education, emphasizing that "exam-oriented education and quality-oriented education embody two different educational ideas. Examination-oriented education is one-sided elimination education, which aims at further education and carries out educational and teaching activities around examination. Its harm, first, the education object mainly faces a few students; Second, the content of education pays more attention to IQ than morality, physique, beauty and labor, and pays less attention to practice and practical ability, which affects the lively and healthy growth of teenagers; Third, it violates the law of education and the law of physical and mental development of teenagers. Quality education better embodies the essence of basic education. It aims to cultivate the comprehensive and harmonious development of the educated in terms of ideological and moral sentiments, scientific and cultural knowledge, physical and psychological quality, and labor and life skills, and lay a solid foundation for students to learn to be human, seek knowledge, live, exercise and appreciate beauty. " How well this is said reflects the hard work of many excellent secretaries. But by 1999, the proposition principle of the new round of college entrance examination reform is still such a vague thing as "following the outline and not sticking to the rules" Both schools and teachers understand that there is an unambiguous core in ambiguity. Who dares not follow the unified syllabus? Obviously, the education administrative department has long known the disadvantages of exam-oriented education, but why has the exam-oriented education intensified in recent years? He who does not know is innocent. If the education administrative department does not know the harm of exam-oriented education and promotes it, it is not evil. Is it intentional to harm people in cheat people by strengthening exam-oriented education while knowing the dangers of it?

The National Development and Reform Commission (NDRC) recently announced six hot spots of price reporting in the first half of the year, and the unreasonable charges for education ranked first. According to the conservative estimate of education experts, the unreasonable fees for education have exceeded 200 billion RMB in the past 10 years. These arbitrary charges have not included the rebate of the designated teaching materials. If this figure is added, the unreasonable charges for education in 10 years should be about 560 billion yuan, not 200 billion yuan. What a huge number this is, it is all made by the lever of exam-oriented education, so exam-oriented education is getting more and more powerful. What's so strange about this? Those who really want to engage in quality education are against this privileged interest group that controls administrative power and has more than 500 billion black income every year. Who will have the strength to persist? In order to monopolize profits, the monopoly interest groups spawned by exam-oriented education desperately safeguard the administrative monopoly power of the education administrative department. For ordinary students, parents and teachers, the black fortress of "educational administrative departments at all levels+examination papers, teaching materials, supplementary authoritarianism+educational monopoly privilege benefit sharing group" has become an irresistible force to monopolize administrative violence.