1. The evaluation standard of education in China is single and it is impossible to quantify the ability.
It is difficult to detect the improvement of students' ability in the examination of basic education. Students' test scores are influenced by many factors, among which the influence of test-taking skills is likely to be greater than that of students' ability.
For example, we spent 300 days to cultivate student A's higher mathematical literacy and logical thinking ability, and students have the ability to solve 100 trigonometric functions (including those who failed in the college entrance examination). B students can also spend 100 days repeatedly practicing 20 kinds of trigonometric functions that are common in the college entrance examination until they reach the boundary. In the exam, student A needs to spend 20 minutes on reasoning and calculus, while student B only needs 1 minute to set questions, and student B wins. . .
The evaluation of adult education is test score+certificate. The validity of the examination questions is ignored, and it is more difficult to test the ability of candidates. Similarly, the role of examination skills is greater than that of students' ability. I think a great part of the success of New Oriental lies in the thorough analysis of the skills of taking exams.
The actual combat training with real knives and guns has the best effect and the highest income. For example, expert programmers impart 20 years of valuable experience to junior programmers, and successful entrepreneurs impart successful experiences to entrepreneurs. This is a scarce resource in itself.
2. Compared with traditional education, the quality of online education and distance education is more difficult to guarantee.
The production of teaching effect depends on the construction of knowledge meaning in students' minds. Face-to-face chat between teachers and students may not be realized, let alone indirect means such as resource-based or asynchronous interaction on the network. Our online school doesn't dare to use online education at all, and the quality cannot be guaranteed. I don't think online education can be driven by resources (occasional lectures by teachers are also resources), but must be driven by activities. Students' online and offline autonomous learning activities should be designed and controlled to ensure effective learning. This is a matter of concept, and foreign countries understand it much more thoroughly than we do. Their resources are interactive, and students must think about the steps to be taken and give the resources an instruction before continuing teaching.
In my imagination, the successful online education is to ensure the quality of teaching, and at the same time, this quality can be tested and recognized by the society or industry.