Competition for further studies is considered as a typical involution phenomenon, because the number of successful college entrance examinations is fixed. If every parent devotes himself to all kinds of remedial classes and increases his children's study time, this result cannot be changed, but whoever does not devote himself will suffer.

But there is something wrong with the derivation of this logic-is studying 10 hour the same as studying for 5 hours? Are children who attend three off-campus remedial classes the same as those who don't? The answer depends on the purpose of study.

The college entrance examination is the content in the syllabus. Results 65,438+00 hours of study and 5 hours of study are all content. It is meaningless to "roll in" only through repeated training, turn answers into conditioned reflex, and strive for higher scores, just like asking for arranging cups in a straight line and carving boats on walnuts in a meeting.

However, if the college entrance examination relaxes the restrictions of the syllabus and examines students' knowledge reserve and problem-solving ability, there will be a difference between studying 10 class hours and 5 class hours, and there will be no "involution".

Therefore, the "involution" of the entrance competition is due to the mismatch between the goals and the rules. College entrance examination, a typical selective examination, adopts the outline model of qualified examination, which leads to low discrimination of the examination and excessive "fine" involution learning of students.

Extended data

Just staring at the campus can't get out of the dilemma of "involution" of education;

"involution" is a sociological term used to describe "more and more investment, less and less income", a word that should be far away from happy children, but it has become a hot word frequently used by parents, and even jumped into the temple, becoming a public topic, which makes people sigh!

To get out of the "involution" dilemma, we need to deepen the education reform and develop a fairer and higher quality education. Among them, it is particularly important to handle the relationship between the quality and balance of educational resources. It goes without saying. However, it is obviously not enough to rely solely on the unilateral efforts of schools. If we only stare at the campus, education can't really get out of the dilemma of "involution".

A strong evidence is that even if you are in the best school, you still have to face the test of involution. The previous survey of students from two famous universities in Tsinghua Peking University has aroused widespread concern, revealing an unexpected but reasonable phenomenon: in these two top universities, these students are still in extreme competition.

For no other reason, "grade point is king", success overwhelms growth. The simplification of evaluation methods will inevitably lead to excessive competition in a track. Getting rid of a single evaluation model requires the guidance of schools, the cooperation of families and the acceptance of society. When social evaluation is more diversified, we can encourage diversified growth paths conceptually and play a positive guiding role in resource allocation, and "involution" will naturally be eliminated.