Power means encroachment on interests, which has become a "bright spot" in the reform plan being implemented in our school. The huge administrative organization and the serious phenomenon of upside-down brain and body infringe on the interests of teachers for no reason. At the same time, this kind of infringement has been legalized for high-sounding reasons, because the formulation of rules and regulations and assessment standards and the implementation of assessment procedures are actually in the hands of the same group of people, and once the rules and regulations are introduced, they will become a standard, and any teacher who has different opinions will be regarded as the default. What is even more ridiculous is that professors and administrators at the same level actually practice double standards. An associate professor should be promoted to a professor, not only with teaching workload, but also with achievements in scientific research, teaching and educating people, as well as through students' evaluation of his teaching effect and so on. But for a deputy director to be promoted to director, it is nothing more than the above attitude and my own requirements ... these are unfair. In fact, it seems to be very reluctant to calculate the disadvantages of "academic qualifications" politically, because the administrative series has nothing to do with academic qualifications at all, but this thing, which belongs to the personnel system itself, affects academic qualifications everywhere, because, objectively speaking, we can easily see the shadow of private enterprises in the so-called appointment system. In such a university, basic rights are constantly violated, and there is no science. As the main body, teaching has actually become the last role of today's universities. Aren't you ashamed to play such a role?
Second, industrialization and marketization have led to putting the cart before the horse in university education. Whether it is instilling the will of the state or continuing the humanistic tradition, as the minimum duty of a university, it should and must be the core goal of the university in any case, and the core of this core goal must revolve around the practice of education. Only in today's economic era will there be a problem of "economy for education and academics" or "education and academics for economy". According to my understanding of "industrialization" in the State Council, it should be that educational institutions, including universities, can develop industries, speculate in stocks, develop real estate and do anything, but education cannot be treated as an industry. When I first heard the call for industrialization, I naively thought (as it should be) that the cause of a university could be divided into two parts, industry and education. Industry is responsible for providing economic foundation for education, and the profit and loss of industry cannot shake the sanctity of education! But at present, the result of industrialization is that everyone regards education itself as capital and even gambles on it to develop the so-called education economy! I don't know if this is the State Council's original intention or the following misunderstanding, or because universities simply can't find other capital besides education itself? Due to the unconventional evolution of university marketization (here, unconventional means that universities do not follow the minimum economic principles when entering the market, but simply buy and sell state-owned assets as capital. The positioning of buying and selling rights and prices is completely in the hands of people who have not received minimum economic training, and they engage in economic behavior in the form of administrative undertakings, regardless of the concept of cost accounting and the market-the affordability of ordinary people), educational corruption has emerged, and the desire for unlimited expansion has shrouded universities since then.
The so-called judgment of putting the cart before the horse is based on my practical experience-the actual reason for the expansion of university enrollment is not to educate more people as claimed, but to roll in financial resources. Because universities consider their own scale completely from the perspective of the market, students are actually synonymous with the market, and high tuition fees have become the guarantee for universities to quickly rush to a well-off society! But the result is almost complete abandonment of education. As far as I can see, in my school (I believe all schools are the same), the annual enrollment season is the most exciting time for some people. As for the corruption and black-box operation in the enrollment process, I won't go into details here. Of course, I can't and don't need to collect evidence, because it is completely conceivable that the recent black money incident about Beihang University is just the tip of the iceberg. My personal feeling is that, like this "San Lv" university where I am located, there are less than 1000 teachers in a campus of less than 350 mu, and there is only an eight-story teaching building, but it can accommodate more than 1300 students. The burden is so heavy that all teachers have become lecture machines. Because there are not enough classrooms, many courses are arranged on weekends and evenings, and students can take turns to attend classes, while teachers and classrooms. There are also many teachers who have more than 30 classes a week, most of whom have classes from morning till night 10 every day. Because of this heavy pressure, our school has reduced the standard class hours from 50 minutes to 40 minutes, and arranged five classes in the morning, three classes in the afternoon and three classes in the evening, that is, 1 1 class every day. Moreover, due to the large number of students, few teachers and few classrooms, many professional compulsory courses have to adopt the large class system, and a huge classroom can often accommodate nearly 200 people. You can imagine the teaching effect of such a long class and such a large class system. The teacher is helplessly completing the teaching task, and the so-called task is just to stand on the podium for dozens of minutes and earn the class fee he deserves. They are busy with tasks rather than education. They were confused in the morning and forgot all the insults, okay? We don't rule out that there are several kind teachers because they really can't bear to see the little sympathy of these children being abandoned. To put it bluntly, it is the result of this charge. When we proudly publicize the number of talents trained, only God knows how true this figure is. This is the second question. The key point is that in the intense teaching task, professors have no time to take care of the establishment of so-called theory and intelligence, let alone the compilation of standards, and can't expect the continuation of the so-called humanistic tradition.
In the deceptive education bewitched by market desire, what else can we deliver to the society besides inferior products and philistinism? On the way to poverty alleviation and well-off, what we see is that college education is dying after being raped by money, and ideals are trampled everywhere!
Adult education is regarded as another cash cow for universities. Before marketization, adult education can indeed be regarded as an important wing of colleges and universities to train more talents for the society, which plays a particularly important role and has received good results. However, once stained with the smell of money, everything becomes suspicious. As the best teacher in the worst university in China, I am bound to be sent to one interview point for adult education every year. It should be noted that in the 1980s, teachers who were granted the right to adult education were carefully selected, and their courses were solid and in-depth. At that time, adult education students were all elites selected from all over the country after strict examination and screening. Both teachers and students cherish their efforts. But now, the situation is very different. As far as my literature class is concerned, there are several key issues that make me "angry". First, the source of students is extremely suspicious, because in the course of class, you can feel that they are like a group of idiots who are at a loss about what you want to teach. At first, I reviewed my teaching methods, and later I doubted the curriculum, but soon I fully understood the reasons why they were at a loss. I have taken the course "Literature in the New Period" from junior college to undergraduate course. In my mind, any junior college student should at least have studied the history of contemporary literature at the junior college level, so he should be familiar with the literature in the new period. Just an in-depth question. Later, I found that most of my "undergraduates" are not Chinese majors, and they come from almost all the majors that China University can offer at present: mathematics and biology. I was frightened by this result, so I asked them why they had to change classes halfway. The answer made me even more speechless. It is easy for them to speak Chinese and get a diploma, but they just memorize it. Moreover, they don't want to study like idiots, because local units force them to study undergraduate courses, which contributes to the academic structure of their units. This embarrassing reality has pushed universities to the track of colluding with students and deceiving society with diplomas. As for this, the conscience of heaven and earth, the university knows best. Second, the purpose of education is completely alienated, because what I hear most is to ensure the pass rate and pass rate, which can be translated into the guarantee of market share and income! No one should care about teaching effect and talent quality! I don't know about other courses and departments. For most students whose literary knowledge is equivalent to primary school level, I have only one way to ensure that they pass-water! Generally, undergraduate students have to finish the course in one semester, and only three or four days to arrange correspondence. Even if the teacher is a genius, even if the students are geniuses, they can't win this important task. How can we explain to the people and the RMB if we don't "release water" -I'm ashamed, I'm a teacher!
Every time I see students in every corner of the school, students' dormitories transformed from the most humble migrant workers' houses, and people loitering in bars and nightclubs, the more students there are, the colder the library becomes. I can't help but ask, are their parents really worth wasting their hard-earned money to send them here? Since they can't get anything here, is it worth losing four years of youth? What can such a university give them? Indifference, selfishness, hypocrisy, desire for wealth, contempt for knowledge and insult to the university spirit itself! If we just drive a large number of middle school graduates into walled places and imprison them to temporarily alleviate social employment and public security problems, why should we find bright reasons to humiliate universities? Whenever I see naked recruitment advertisements in the media, I can't help asking, a university advertisement is even more shameless than ordinary commercial advertisements. China University has nothing to pursue except money? As for robbing students, empty promises, graft and so on. It is even more terrible than a shopping mall, which can be described by countless books!