The connection between ancient examination and modern examination. similarities and differences

The birth of the imperial examination system laid the foundation for our examination today. Similarities are all based on test scores. The difference is that, strictly speaking, the imperial examination system is single in content and not comprehensive in modern examinations. Some officials produced by the imperial examination system are pedantic and have no innovation. Officials selected by modern examinations are actively innovative. I think it's the gap. Suggestions on reforming the current examination system. The number of exams seems to be a cliche, but as far as the current situation is concerned, it is still necessary to emphasize it. Because there are still some primary and secondary schools, especially the graduating classes of schools, and all kinds of exams are dazzling and overwhelming. In order to cope with the exam, teachers are busy getting all kinds of "exercises" from all directions for students to do and recite; Students are addicted to the dilemma of "the sea is boundless and they don't know where the shore is", so the time for self-study is extended and the time for making up lessons is increased. Physical exercise is reduced, moral education is weakened, and social practice activities are cancelled. Therefore, we must strictly control the number of examinations and reduce the burden on teachers and students. So, how to control the number of exams? Some subjects, such as music and art, can not be tested, only evaluated, or tested once a school year; Basic subjects, such as Chinese, mathematics, etc. , suitable for mid-term and final exams; Other subjects can only take the final exam or exam. There are many advantages to doing so; First, teachers can design examination questions carefully. At the same time, it can also make students fully prepare for the exam, avoid both teachers and students rushing to cope, thus improving the quality of the exam and giving full play to its due role-on the one hand, it can provide a basis for teachers to adjust teaching objectives, improve teaching methods and ensure the completion of teaching tasks; On the other hand, make students know their strengths and weaknesses in learning, consciously adjust their efforts and give full play to their subjective initiative. Secondly, it can make students combine work and rest in the learning process, relax and adjust their brain nerves, thus improving learning efficiency. Third, we can get rid of frequent exams, use "compressed" time to carry out colorful activities or set up "second class" to promote students' all-round development in morality, intelligence and physique. Second, the examination method examination is one of the important means to check the teaching effect. Due to the different purposes and subject characteristics of the examination, the examination methods should also be flexible and diverse. However, most of the current exams are limited to written tests, which focus on closed books, light open books and heavy writing. Light operation, heavy scores and light intelligence lead to students' heavy mental burden and poor hands-on ability, resulting in a certain degree of "high scores and low energy". Therefore, this situation must be changed and replaced by a variety of examinations, namely, written examination, oral examination and operational examination. The written test is divided into open book and closed book. Closed-book examination focuses on checking students' mastery of basic knowledge and cultivating students' habit of independent thinking. Open-book examination can test students' creative thinking ability and their ability to analyze and solve problems. The oral test helps to check the agility of students' thinking, the depth of understanding and the fluency of language. Operation examination is suitable for checking students' observation ability, ability to apply book knowledge to practice and specific hands-on operation ability. In a word, different methods have their own advantages, and corresponding methods should be adopted according to the age characteristics and subject characteristics of students during the examination. Generally speaking, for primary school students, especially those in the lower grades, it is important to remember the basic principles, concepts, formulas and rules. , and closed-book exams can be used more; For middle school students, it is not only required to master the necessary book knowledge on the basis of understanding, but also to have certain ability to analyze problems; It should be a combination of open-book and closed-book, and the proportion of open-book examination should be appropriately increased with the improvement of students' grades. The liberal arts should combine written examination with oral examination, while the science should pay special attention to operation examination, such as measurement in mathematics, experiment in chemistry and operation in physics. Third, the focus of the examination proposition should be on the basis of examining students' mastery of basic knowledge and skills, and pay attention to examining students' ability to use "double basics" flexibly. Nowadays, the examination questions generally emphasize the former and ignore the latter. Some questions are called "analysis", which actually requires students to repeat what the teacher said and not to cross the line. This kind of examination only pays attention to students' rote learning efforts, and can't examine students' other abilities, so it is not comprehensive. The examination questions should be different according to the purpose and method of the examination. Even if the examination method is the same, the examination questions should be flexible and diverse. Here only take the closed-book exam as an example to illustrate. The examination questions of closed-book examination should be composed of two parts: one part is to assess students' "double-base" questions, such as fill-in-the-blank questions, true-false questions and multiple-choice questions. This part is to let students answer questions through accurate memory; The other part is thinking and comprehensive questions, such as case analysis questions and discussion questions. On the basis of mastering the "double basics", students can creatively answer questions through active thinking, analysis and synthesis, logical reasoning and other thinking activities. The combination of the two parts can better reflect the teaching requirements of "strengthening two basics and developing intelligence". In addition, in order to change the situation of teachers' subjective proposition and students' passive response in traditional examinations, so as to arouse students' enthusiasm and initiative in learning, in addition to encouraging students to ask questions boldly at ordinary times, the examination proposition can first let students ask one or two self-righteous difficult and important questions to the teacher within a limited knowledge range, and the teacher will answer and grade them one by one according to the difficulty and characteristics of each student's questions, and then grade them. Doing so will at least have the following benefits: First, students put forward self-righteous difficulties and key issues on the basis of their existing knowledge level according to the scope of knowledge defined by teachers, so that the degree of knowledge mastered by each student can be fully reflected, thus providing an objective basis for teachers to evaluate students' achievements and teach students in accordance with their aptitude in the teaching process. Second, it can promote students to study actively and study hard in peacetime; At the same time, they can systematically review and digest what they have learned in the exam. If they leave these conditions, they will not ask higher quality questions. Third, students will think independently before asking questions and strive to be "novel", which is very beneficial to cultivate students' innovative consciousness and creativity. Fourth, the individual questions raised by students may be beyond the knowledge of teachers, thus promoting teachers to make up for their own shortcomings and constantly improve their professional level. Fifth, after sorting out the questions raised by students, teachers can give collective guidance to the same questions and give individual guidance to individual questions, which can improve the pertinence and effect of counseling and answering questions. Sixth, teachers should make propositions according to the requirements of the syllabus and refer to the questions raised by students, which not only reflects the requirements of the syllabus, but also takes into account the actual level of students, so as to avoid the subjectivity and arbitrariness of examination propositions. Fourth, the scoring of the exam The traditional scoring of the exam is generally that the teacher sets the standard answer in advance and deducts the standard when scoring. In this way, students have to answer the questions according to the model required by the teacher, resulting in the situation of "taking notes in class, taking notes after class and taking notes in the exam", which stifles students' creative spirit. For example, in a primary school Chinese exam, one of the questions was "What inspiration did you get after learning the fable of fox and crow?" According to the teacher's grading requirements, we should answer: "After learning, we should always beware of swindlers like foxes …" But one student replied: "After learning fables, we should learn the spirit of crows finding their own food, which is diligent and simple …" This answer is very innovative, but the teacher simply drew a "0" because it does not meet the so-called "standard answer". This situation shows that the current grading method does not meet the requirements of "three orientations" to cultivate a new generation of socialism and should be reformed. In addition; At present, students' performance evaluation pays attention to concentrated examinations, ignoring their usual study. Although some schools stipulate the proportion of usual grades, they are afraid that teachers will be too troublesome and the grading standards will not be mastered. In fact, it is difficult for students' academic performance to be reflected completely and truly through a test paper. Because the one-sidedness and contingency of the test paper may affect the performance of the test paper, it is not possible to judge a test paper by "good or bad", but must be evaluated in combination with the usual academic performance and the performance of the final exam. Usually homework exercises, students' questions and answers in class, and conversations with students after class can all be used as the basis for evaluating students' academic performance. The advantages of doing this are: firstly, it can help teachers to understand and master students' learning situation in time, so that teachers can adjust teaching methods in time and play a leading role better; Second, we can urge students to study hard and strive for progress in the usual learning process, avoid the phenomenon of "idling at ordinary times and sharpening their guns during exams", and also reduce the burden brought by students due to exams. In short, the reform of the current examination system is an important subject and key issue in teaching reform, and it is also a relatively weak link. It is necessary to strengthen research to promote the further deepening of education and teaching reform.