Recently, at the "China-Korea Higher Education Seminar" jointly organized by the Education Development Research Center of the Ministry of Education and the Korea Education Development Research Institute in Beijing, Zheng Guangji, director of the University Entrance Education Curriculum Research Office of the Korea Education Development Institute, introduced the reform plan of the Korean university entrance examination system in 2008.
At different stages of higher education, college entrance examination has different missions.
According to Zheng Guangji, this reform plan is the result of eight years of relevant education research by Korea Education Development Institute. The background of this proposal is that with the popularization of higher education, the educational structure of selection and competition needs to be completely changed. She said that in the 1970s, the rate of fresh graduates from primary schools in South Korea entering junior high schools was 66. 1%, while the rate of junior high schools entering senior high schools was 70. 1%, and the rate of senior high schools entering universities and junior colleges was 26.9%, which basically belonged to a competitive structure. In 2004, the enrollment rate of fresh graduates at all levels of education rose to 99.9%, 99.7% and 8 1.3% respectively, and almost all of them went to universities, but some universities were under-enrolled.
Zheng Guangji said that higher education has different missions at different stages of development, and the functions of the college entrance examination are also different. When the gross enrollment rate is lower than 15%, higher education is in the stage of elite education, and the main function of college entrance examination is selection. When the gross enrollment rate is between 15%-50%, higher education is in the stage of popularization and the college entrance examination is selective. At the same time, the purpose of the examination is to rationally allocate educational resources and realize equal educational opportunities. When the gross enrollment rate is above 50%, higher education is in the stage of popularization. The concept of college entrance examination needs to be changed from selecting students to realizing continuing education, and the structure of college entrance examination needs to be changed to optimize the allocation of educational resources.
The reform of college entrance examination in 2002 achieved good results.
At present, South Korea needs to link universities and high schools through the reform of college entrance examination, so that high schools and universities can give full play to their respective functions and students can get equal and appropriate educational opportunities. From 1990 to 2004, the number of Korean high school graduates decreased gradually, while the number of college students increased year by year. Since 2002, the number of high school graduates is less than that of college students. There is a phenomenon of two-level competition in universities: excellent students are concentrated in the top universities, while some local universities with lower rankings cannot recruit full students.
In 2002, South Korea put forward the reform plan of college entrance examination, and the reform direction is self-discipline, diversification, specialization and flexibility. After the implementation of the plan, the reform has achieved good results, but the function of high school education in South Korea has been further weakened, because students rely more on off-campus cram schools or tutors to get into ideal schools, and there are problems in preparing for the college entrance examination. Because the entrance to the college entrance examination still depends on scores, it is difficult for disadvantaged universities to recruit suitable students. At the same time, the development of high school education quality in different places is uneven, so it is difficult to judge students' ability according to the results in the "school life record book" (which records the achievements of high school students in all aspects). The mutual trust between high school and university is low, and the connection between university education and high school education is not good.
The new college entrance examination reform has turned the competition of students into the competition of education.
South Korea's 2008 college entrance examination reform program further expanded the basic purpose of the 2002 college entrance examination system, and revised and supplemented the problems existing in the practice of the 2002 program.
Zheng Guangji said that the specific contents of the college entrance examination reform in 2008 include: in the examination and admission, the proportion of students' school life has expanded, the examination has more reflected the learning content of high school, the specialization and specialization of student selection have been strengthened, students have been admitted according to their characteristics, and the practice of focusing on students' grades has been changed, avoiding the phenomenon that students with good grades are too concentrated, and a flexible and diverse college entrance examination has been implemented to meet the needs of society.
Zheng Guangji introduced that the 2008 college entrance examination reform has the following characteristics:
Pay attention to improving the relationship between high schools and universities, and change the situation that high school education only attaches importance to college entrance examination subjects and ignores other subjects. Free students from the heavy academic burden, reduce the financial burden of parents, normalize high school education, guide distorted school education in the right direction, restore the function of education itself, and attach importance to the guiding role of college entrance examination in high school education.
Through the flexible and diverse examination system, we can meet the needs of society and let everyone have equal educational opportunities. This means that the number of students in universities should be diversified, such as expanding the proportion of students in agriculture and fishing villages and expanding the proportion of students in small and medium-sized cities.
In the process of admission, we pay attention to both the process and the result. In connection with the self-discipline and diversification of universities, university admission should also be diversified, and the competition among students in the selection process should be transformed into educational competition. To promote the specialization and specialization of student selection, students are no longer selected only by examination results, but by selecting suitable talents according to the educational philosophy and characteristics of universities. Accordingly, high school curriculum should also reflect certain characteristics.
After the announcement of the reform plan, the related research work of Korea Education Development Institute has not stopped. From 2004 to 20 1 1, the Korea Institute of Education and Development conducted a long-term study on the viewpoint of "integration of high schools and universities", aiming at normalizing high school education, reforming the college entrance examination system and selecting suitable talents for universities. Zheng Guangji said that the topic they need to study in the future is to adjust the possible problems in the implementation of specific programs; Fully understand the overall structure of education and reset the function and reform direction of college entrance examination; Improve the quality of education and study the corresponding solutions to students' low academic ability.
Senior high school education system in China;
From 65438 to 0978, the convening of the Third Plenary Session of the Eleventh Central Committee was like a spring breeze blowing all over China, and education gradually recovered. First, the college entrance examination was resumed, and then the Compulsory Education Law and the Education Law were promulgated, and the education system was gradually improved. From then on, the education system can be divided into two stages: exam-oriented education stage and quality education stage. There are many similarities between the exam-oriented education system and the feudal education system: in order to get into an ideal school, students cling to books and don't ask anything unrelated to books. It can be said that they are just endorsement machines and photocopiers, lacking their own personality and looking similar. Teachers only teach students the dead knowledge in books and some common and fixed problem-solving methods, and pay attention to grades rather than students' ability to find and think about problems. The talents produced under this educational system have excellent basic knowledge, but their application ability and innovation ability are not strong enough, so it is difficult to make achievements in scientific research. For quality education, I think its starting point is correct, but its implementation and effect in China are not very ideal. At the beginning of quality education, some people misunderstood it, thinking that quality education is to reduce the burden on students and let them have more time to play. Therefore, it only reduces the amount of students' homework and does not improve the teaching. After a period of time, some people found that the students trained by this method were not as good as before, so they thought that quality education was wrong. They followed the old ways and began examination-oriented education again. In addition, the education system has little reform on the examination system, and quality education is rarely implemented. Compared with developed countries, there is a big gap. For example, China won the most prizes in the Olympic Games for middle school students, but among the Nobel Prize winners, China didn't win any. In developed countries, the opposite is true, because foreigners are more innovative. They don't stick to books, they have a wide range of knowledge and can think from many angles. They are good at finding and solving problems, while China people are limited to solving problems. This example shows that the effect of real quality education is very good.
China's quality education is still in the primary stage of development, and many factors restrict its development, such as people's ideas and the development level of the country ... But in general, China's educational development prospects are very broad, because China has the most students, and China people have many advantages, such as intelligence and diligence. I believe that as long as we constantly improve the education system and implement various measures, talents in China will further improve their skills, and education in China will reach a new level and stay ahead of the world and the times!
There's only so much left. I wonder if you are satisfied?