Compared with exam-oriented education, quality education has many new features. Studying and grasping these characteristics seriously is of great significance for promoting the transition of basic education from exam-oriented education to quality education and promoting the implementation of quality education.
First, the integrity of quality education. Bloom, a famous contemporary American educator, once pointed out: "The basic attitude of educators should be to choose education suitable for children, not to choose children suitable for education." Quality education, as an education with the fundamental purpose of comprehensively improving the basic quality of all students, is opposite to the selection and elimination of exam-oriented education. The general requirements of quality education: on the one hand, every student must be able to get due development on the original basis; On the other hand, it is necessary to make every student meet the required qualification standards in terms of the basic qualities needed by society, so that every student can become a qualified graduate.
Second, develop quality education. Quality education not only attaches importance to students' mastery of knowledge and skills, but also attaches importance to the development of students' scientific research achievements, potential and personality. Brain science research shows that human potential is great, and only a small part has been developed. The development of quality education means that quality education attaches great importance to the development of students' potential and personality. Teachers should believe in the development potential of each student, and everyone has potential. Teachers should create various conditions to stimulate students' unlimited creativity and potential, so that every student has the opportunity to fully display and develop all aspects of their talents.
Third, the subjectivity of quality education. Fundamentally speaking, teachers should respect students' consciousness, autonomy and creativity in the process of education and teaching. In the process of education and teaching, teachers should be good at stimulating and mobilizing students' learning enthusiasm, teaching students to learn, and giving students time and space for autonomous learning.
Fourth, the openness of quality education. The place where students receive education in exam-oriented education is mainly classroom teaching, and the knowledge information is mainly teachers and textbooks, which forms a closed educational space and a single information channel, thus leading to the "closeness" of exam-oriented education. Because quality education involves the all-round development of students, the content of education has been greatly broadened, and there are also corresponding broad educational space and diversified educational channels to adapt to it. Quality education is no longer limited to schools, classes and textbooks, it is open. The openness of quality education requires broadening the original education and teaching space and truly establishing an educational network combining school education, family education and social education; It is required to broaden the original educational channels and establish a curriculum system that combines subject courses, activity courses and potential courses.
In the process of transition to quality education, we must deepen the reform from the institutional level.
First, the talent selection system. The talent selection system of "exam-oriented education" has two tendencies: vertical "top" and horizontal "single" The "top-level" tendency of talent selection leads to the fact that only universities and technical secondary schools at the top of the school system have the function of selecting talents, while other schools have little or no such function. The tendency of "singleness" in talent selection makes it impossible for society to select talents according to the requirements of different occupations and jobs at the same level.
The fundamental purpose of the talent selection system for quality education is to comprehensively improve the quality of human resources and rationally allocate and use human resources. Through the reform of education system and labor system, a new talent selection system for quality education will be established, and a virtuous circle of human development and utilization will be formed. This new system includes four aspects. First of all, junior and middle schools should be included in the social talent selection mechanism, so that they can have greater "power" in social employment and personnel recruitment. Secondly, the distribution system of college graduates is compatible with the reform of labor and employment system. Third, the structural reform of secondary education is compatible with the post qualification system. Finally, the diversified educational structure matches with various certificate systems.
Second, the organizational and structural differentiation of the system. The organizational structure differentiation system of "exam-oriented education" has the characteristics of key schools and non-key schools, heterogeneous classes and groups in schools, differences in running conditions and levels, and widening gaps. First of all, there are differences between primary schools and junior high schools. Some window schools have good school conditions and high education quality, and more or less adopt screening admission policies. Because the window school has obvious advantages in running a school, other schools are far behind, and this kind of demonstration has limited effect, and its effect on improving the overall education quality of all schools is also limited. Secondly, middle schools are generally screening schools, not multi-functional unified schools. Thirdly, the same school, different disciplines such as arts and sciences, learning channels and curriculum plans will hinder the development of some talents of students. Finally, heterogeneous placement and grouping in schools are beneficial to gifted students, but not to poor students.
The reform of the organizational structure differentiation system of quality education has the characteristics of integrity, generality, integration and balance. First of all, the school organizational structure in the compulsory education stage should be integrated with primary school and junior high school, decoupled from junior high school and completely disintegrated. In order to reduce the competition between entering higher schools and choosing schools, nine-year compulsory education schools should be built in primary schools and junior high schools, or they should be linked with nearby primary schools and junior high schools. Secondly, the organizational division in compulsory education should be reduced as much as possible, so that "students should have a common and extensive general education foundation before they have a specific professional ability", so as to reduce the differences of school types, dilute the "key colors" of schools and establish a more homogeneous school system. Third, in the educational structure, make the educational system more flexible, establish a multi-functional comprehensive middle school, appropriately postpone students' academic orientation, and make the curriculum plans of general education and vocational education interrelated and connected. Finally, the gap between the conditions of running a school and the level of similar schools at the same level is continuously narrowed, so that all schools can develop in a balanced way and have their own characteristics.
Third, the diversion system. The "exam-oriented education" diversion system has the characteristics of lack of necessary diversion guidance institutions and personnel, poor communication between general education and vocational education, and poor diversion channels. Schools only care about students' education, regardless of their development and whereabouts; Only pay attention to students' further education, not their employment; Encourage and stimulate students to pursue higher education and despise guiding students to secondary schools and vocational and technical schools. Limited by the original cultural and scientific level, it is difficult for students receiving vocational and technical education to transfer to general education schools.
The quality education diversion system takes into account the macro-planning regulation and micro-guidance of education diversion. On the one hand, make a reasonable talent training plan, standardize the education diversion, so as to balance the supply and demand of talents and make learning and application consistent. On the other hand, students should be guided purposefully and planned to make appropriate choices for their further studies, careers and majors.
Fourth, the screening system. The screening system of "examination-oriented education" aims at selection and elimination, takes examination as the screening means, takes scores and enrollment rate as the screening criteria, and costs some students to repeat grades, drop out of school, fail to graduate or even fail. The school is committed to selecting a few top students and a few promising students, focusing on cultivating them, while relaxing or ignoring the development of most other students, so that they become abandoned children of education and lose opportunities for development and confidence in progress. Strict intelligence screening with examinations as the main criterion hinders the implementation of all-round development education, and students are forced to study hard, memorize and strive for scores.
The screening system of quality education is based on weakening the screening function and strengthening the training function. First of all, quality education should reduce the deviation as much as possible, strengthen the awareness of popularization, and make education truly face every educated person. Secondly, expand the scale of education and increase the number of students enrolled. Third, reduce or even cancel selective examinations in compulsory education. Finally, repeat, repeat and drop out of school are strictly controlled.
Five, the teaching management system. The teaching management system of "exam-oriented education" has the characteristics of looseness and randomness in implementation. Some schools adjust their teaching plans at will, tilt towards those joint exam subjects, and open fewer or even stop those non-joint exam subjects. Even if they do, they will not arrange enough courses as planned. In teaching, what to test, what to teach, add or delete the prescribed teaching content at will. In the routine management of teaching, the system and measures are not perfect and are not implemented. The looseness and randomness of teaching management are the manifestations of the weak concept of educational legal system.
The teaching management system of quality education is characterized by legalization, running schools according to law and managing teaching according to law. Strictly implement the teaching plan and standardize the course. For the courses that should be offered, it is strictly forbidden to open less or not, and it is strictly forbidden to increase or decrease the class hours or adjust the teaching content at will. The teaching routine should be regularized, and the routine of preparing lessons, attending classes, arranging and correcting homework, tutoring, examination and assessment, teaching plan and summary should be formulated and promulgated in the form of regulations. Standardized classes, everyone will take standardized classes and quality classes. In classroom teaching, we should change "exam-oriented education" into "learning", "thinking" and "interest" in quality education.
Sixth, the examination system. The basic characteristics of the examination system of "exam-oriented education" are: the purpose and function of teaching and examination are misplaced, the selection function of examination dominates the work of testing, evaluating and improving teaching, and teaching becomes a vassal of examination. There are both connections and differences between teaching and examination. Teaching is the basis of examination and the actual content of examination evaluation. However, the tasks, requirements, contents and methods of teaching and examination are different. The task of teaching is to help students achieve teaching objectives, and the task of examination is to check the degree of realization of teaching objectives. However, in "exam-oriented education", the selection function of the exam overrides the training function of teaching.
The examination system of quality education makes teaching and examination perform their respective duties and do their best. Establish two series of selective examination and qualified examination, so that the center of examination can really shift to the track of serving the improvement of teaching and promoting the all-round development of students. Reform the examination system, contents and methods, and realize the standardization, standardization, scientification and modernization of examination methods. In places where compulsory education is universal, selection examinations and unified examinations will be reduced or even cancelled. Establish and improve the examination routine management system and establish an examination operation mechanism suitable for quality education.
Seven. Evaluation system. The evaluation system of "exam-oriented education" evaluates the educational results of different regions, schools, teachers and students with a single and one-sided enrollment rate and scores. Although the enrollment rate is consistent with the quality of education, the enrollment rate index also has limitations. It fails to reflect the price paid for the enrollment rate, so it is not an ideal goal to reflect the overall effect of education. Originally, educational evaluation played the role of calibration, diagnosis and anti-shame encouragement to educational practice, but now it has become a single screening tool. Therefore, it is imperative to establish an accurate evaluation index system.
The evaluation system of quality education is scientific, complete and systematic. First of all, with the overall quality as the guide, overall optimization as the intermediary, and high quality and high efficiency as the goal, the education evaluation index system of different levels of regions, schools, teachers and students is established. The evaluation of regional education development should attach importance to the evaluation of political achievements of party and government cadres in grasping education. Whether the macro "supervising government" and "supervising education" are reasonable is very important for promoting quality education in a large area and promoting the optimization of micro-education and teaching. The evaluation of school-running level should be a unified and two-level evaluation of school-running conditions and education quality. Scientifically formulate quantitative rules, scientifically allocate values and scientifically calculate scores. The qualification rate evaluation is the main one, supplemented by the enrollment rate evaluation. Teachers' evaluation takes "teachers' morality", "teachers' responsibility" and "teachers' effectiveness" as the basic contents, establishes a multi-evaluation index system, and adopts various methods such as self-evaluation, collective evaluation, unified analysis, discussion and questionnaire. The evaluation of students' quality should be comprehensive in evaluation index, process model and serialization of evaluation.
Practice and exploration of promoting comprehensive reform of quality education
First, pay close attention to the "four optimizations" and promote the overall reform of quality education.
(1) Optimize moral education. Implement school-level and class-level management to promote the cultivation of good moral character; Carry out patriotic education activities; Carry out legal education activities to enable students to learn, understand and abide by the law; Strengthen moral education around the "Five Meetings" education; Use the "middle school students' ideological and moral evaluation scale" for quantitative evaluation; Implement vivid education.
(2) Optimize the teaching staff. The transformation from exam-oriented education to quality education is a profound and arduous basic education reform. To realize this change, we must completely change the traditional consciousness, establish a new concept of quality education and optimize the teaching staff on the fundamental issues such as talent view, quality view and education view.
(3) Optimize scientific research management. Education is not only an art, but also a science. Education is a special occupation. Because of its essential characteristics, long-term process and lagging benefits, all reforms can only be explored in the dark if education and scientific research are not the guide.
(4) Optimize the management mechanism. Pay close attention to the reform of internal management mechanism, introduce a series of rules and regulations, and implement scientific management according to the principle of quality management, so that school education and teaching work can be followed by laws and rules.
2. Strengthen the teaching reform of teaching and research, and explore a new mode of overall reform of quality education.
Being familiar with traditional teaching methods, some teachers are reluctant to explore new methods. A considerable number of classroom teaching still regards imparting knowledge as the main goal of teaching, ignoring the all-round development of students. Therefore, we must take hard management measures to correct the practices that are not suitable for quality education in current education work and change the teaching habits that teachers have become accustomed to for many years. The new teaching concept is: 1. In the process of learning, students are the main body of cognition, and the cognitive process is the main body, rather than "taking students as the main body and teachers as the auxiliary" in time arrangement. 2. The final effect of education is not measured by what the teacher has taught, but by what the students have learned and what influence it has on the quality of the students. To measure and evaluate a good class, we should also take the development of learners as the yardstick.
Third, running a school with characteristics, giving full play to the advantages of the overall reform of quality education, adapting to the needs of cultivating future talents, adapting to the laws of children's physical and mental development, and adapting to the needs of running a school with characteristics.
Several problems that should be paid attention to in the transition from exam-oriented education to quality education
1. Changing educational concept is the ideological basis of educational transformation, and changing "exam-oriented education" into quality education is a profound revolution in educational concept. Every basic educator should be responsible for the future of the country and the nation. We should look at this issue from the perspective of "stressing politics" and keeping in line with the CPC Central Committee, have a sense of urgency and seize the current opportunity. Only when principals and teachers in primary and secondary schools first change their educational concepts and correct their educational ideas can quality education be implemented smoothly. According to the situation of running schools, we should formulate feasible plans to implement quality education and take effective measures to make the basic education reform in our region develop steadily and orderly.
Second, improving teachers' quality is the fundamental guarantee of educational transformation and an important condition for implementing quality education. In the eyes of students, the image of teachers is lofty, and teachers' words and deeds will have a great impact on the growth of students. Be a teacher by example, that's the truth. The image of a teacher can be summarized as "length, width and height". "long" means having a skill and being competent in teaching; "Wide" means wide knowledge and generalist in teaching; "High" means high ideological level, dedication, dedication and noble moral character. To improve the quality of teachers, first, we should strengthen our study, strengthen our sense of dedication and enterprising, and make the majority of teachers have the consciousness of taking the initiative to get married, being brave in pioneering and striving for the first place. The second is to carry out continuing education for primary and secondary school teachers, and to improve the overall quality of teachers by means of system constraints, typical driving and policy encouragement. Third, reform and strengthen the management of the teaching staff, and make a good entrance to the teaching staff. The fourth is to optimize the allocation of teachers, form a competitive mechanism and promote the improvement of teachers' quality. The fifth is to train a group of academic leaders to show their views and fields. Sixth, further improve the treatment and social status of teachers, safeguard their legitimate rights and interests, and form a social fashion of respecting teachers and attaching importance to teaching.
Third, deepening the teaching reform is the most important link in the educational transformation. At present, classroom teaching is still the main form of education, and every class is the key to improve the quality of education. It is necessary to take necessary administrative measures to urge schools to offer courses in accordance with the provisions of the teaching plan, organize teaching in accordance with the teaching syllabus and teaching materials, and not arbitrarily increase or decrease the class hours to increase the difficulty of teaching, effectively reduce the excessive academic burden of students, so that students can learn happily and develop vividly.
Fourthly, strengthening educational scientific research is the theoretical guarantee of educational transformation. To carry out educational reform, we must have correct educational scientific guidance. Promoting the healthy development of education, deepening educational reform, improving the quality of education in an all-round way and improving the quality of teachers are inseparable from educational research. Teachers are practitioners of educational reform, and they are in the front line of educational reform. They have a lot of practical experience and first-hand information, and should be conscientious people in education and scientific research. It is necessary to sum up experience in time, and to do research while teaching. We should be good at upgrading perceptual knowledge to rational knowledge, seeking laws from experience, developing theories from practice, and gradually forming our own characteristics through practice and re-understanding, so that there are fewer teachers and more educational experts.
Five, establish and improve the daily management system of the school, improve the management level of the school. The creation of rewarding diligence and punishing laziness, rewarding the superior and punishing the inferior can fully reflect the competitive incentive mechanism of the competent and the mediocre.
In short, the school should make continuous efforts, actively explore, further intensify the development of quality education, raise the practice of quality education to a new level, strive to take solid steps on the road of comprehensive transformation to quality education, and welcome the arrival of the new century with a brand-new look.