Exam-oriented education invented some strange scenes for us to learn mathematics. For example, the pool is full of water, drained at the same time, and finally dried up ... Although the knowledge points are useful, the scenes that are really applied to these knowledge are actually much more complicated, and there are few related comprehensive application problems. As a result, many students' learning motivation comes from parents' pressure and competition among classmates, and they lack a clear understanding and planning for their future.

From the primary school stage, our teachers will let students know what knowledge and skills workers in different industries and positions need to master, so as to help them set an example and set learning goals. More importantly, students should choose GCSE and A-level courses according to their future career path, which means that students should first determine their career direction. The advantage of this is that the goal is clear and the students' inner motivation to learn is stronger; At the same time, what students learn can really help their future career development.

The reason why exam-oriented education appears on a large scale is that the actual "education _ examination" is not what you understand as "teaching and educating people"-in most cases, it is "result feedback", but a social screening and elimination device. The essence of exam-oriented education is not education, not learning, not self-improvement, but a survival skill to cope with this filtering and survive in this saturated competition. The output comes from life. On the contrary, quality education is closer to the common sense understanding of "education". People who are suitable for this kind of education have either passed the stage of survival of the fittest or are born unfit to participate in this kind of competition. Don't compare tea to wine or birds to fish. The essence of quality and examination is not binary opposition or complementarity. But things with different original intentions, different means, different performances, different results, different value judgments, different definition systems and completely different natures. Don't compare them.

Examination-oriented education is not Darwinian evolution. The accurate metaphor is that exam-oriented education is an artificial involution choice. Why do you say that? Because it corresponds to nature, it should be the college entrance examination in society rather than education. In the final analysis, a person's value should be evaluated by the society, not the college entrance examination. The essence of modern education is an investment behavior with a very long return period. Sometimes it needs material input, and sometimes it is inaccurate to describe it with money. Because of this, it becomes abstract. Finally, for society, it has great positive externalities.