Quality education has been carried out for many years, but it has not fundamentally changed the evaluation mechanism, and it is still a lifelong test. The evaluation of teachers by educational administrative institutions at all levels is still based on achievements. Then this evaluation standard has not changed, and natural quality education is a castle in the air.

Pupils have to take exams when they are promoted to junior high school, and junior high school students have to take exams when they are promoted to junior high school. In the final analysis, achievement is the basis of evaluation, and the comprehensive evaluation of quality education has never been used as an ordinary standard, so it is difficult to change the current situation.

The baton of the evaluation mechanism has not changed, so it is naturally difficult to carry out quality education. The current situation is that teachers take up other subjects' time in order to improve their grades, and students spend all their other comprehensive practice time on cultural classes, giving students a lot of repetitive mechanical homework. This is the current situation.

I think the standards should be clear, that is, what standards should be achieved and what content should be improved in quality education in primary and secondary schools, and the gap between regions should be unified, instead of just shouting slogans and doing it for educational purposes. In this way, it is necessary to strictly control the entrance of education in various places in order to achieve the real purpose of quality education.

Quality education is really different from the quality education advocated by schools or education departments now!

China, as a country of etiquette, from the traditional point of view, a person's quality cultivation, in addition to knowledge, is more reflected in the way of dealing with people and the etiquette shown in daily words and deeds.

In this regard, the public opinion and ethos of ancient society made people take this as a matter of course, and naturally there was a good social atmosphere. Nowadays, many people don't agree with this, thinking that it is red tape, but it can't bring economic career, and it is meaningless to pay attention to etiquette. Gradually faded, and good social atmosphere is rare.

Parents do not attach importance to quality education, and their own literacy is problematic, which is the biggest impact. Of course, the fragmentation of school quality education also has a certain impact!

The standard of social selection, employment and measuring people's value is single and flat, which highlights the "elitism" of senior high school entrance examination and college entrance examination.

"Quality education is booming and exam-oriented education is solid" is a true portrayal of primary and secondary schools now. Why is it difficult to implement quality education? To understand this problem, we must first understand the relationship between quality education and exam-oriented education. First, the "life" of exam-oriented education does not mean the "death" of quality education. Second, if the nature of social competition does not change, exam-oriented education will exist for a long time. When social competition eases, quality education will naturally come true. The specific analysis is as follows.

First, quality education and exam-oriented education are not incompatible, but overlap with each other.

Because quality education is aimed at exam-oriented education, now everyone has become a rat crossing the street in exam-oriented education, and everyone shouts and beats. Quality education has become a glorious halo, and all schools are boasting about their quality education. It seems that the two can never coexist. As a result, many local administrative departments do not allow exams under red-headed documents in the initial implementation stage, which is ridiculous.

In fact, exam-oriented education and quality education are not incompatible, but have different values. Exam-oriented education refers to a form of education conducted purely for exams. Quality education is a form of education that pays attention to students' comprehensive quality, but taking the exam is actually a quality. Accepting challenges and mastering knowledge must be the proper content of quality education, so it is completely wrong to think that quality education will not test or remember.

Therefore, just because exam-oriented education still exists, we can't think that quality education has not been promoted. As long as we gradually reduce the elements of taking exams, quality education is constantly developing.

Second, quality education cannot replace exam-oriented education overnight, and the two will coexist for a long time.

Hegel said: Being is rationality. Under the situation of vigorously promoting quality education in the whole country, exam-oriented education can still be down-to-earth and must be reasonable. Its rationality lies in the lack of existing high-quality social resources in China, and education is an important way to realize the distribution of high-quality social resources. Therefore, exam-oriented education is an educational problem, which is actually a response of fierce social competition in the field of education. As long as the intensity of social competition in China is not substantially alleviated, exam-oriented education will not disappear from the field of education. On the contrary, as long as social competition is greatly eased, quality education will naturally become the main form of education, and exam-oriented education will naturally die out.

To sum up, the implementation of quality education is not an educational problem, but a social problem. The reason is that the social competition is fierce and people need to win more social resources through education. Examination-oriented education based on selection is the most clear form of distribution, so it is difficult to eliminate examination-oriented education and promote quality education.

Examination-oriented education is difficult to eliminate and quality education is difficult to implement, which is caused by many reasons. Don't always let schools and teachers take the fall!

1. It is related to the difficulty in changing the traditional educational and teaching concepts, strategies and means;

Traditional exam-oriented education takes teachers as the center, textbooks as the center, classrooms as the center, students as the container, and teachers fill every class; Treat students as machines, learn by rote blindly, and train mechanically. The influence of these traditional ideas is not easy to eliminate.

2. It is related to the evaluation criteria of higher authorities for schools and teachers;

Higher authorities still pay attention to the enrollment rate when evaluating schools and teachers. From now on, schools with high enrollment rate are often excellent schools, principals with high enrollment rate are excellent principals, and teachers with high enrollment rate are excellent teachers.

3. It is related to the current talent selection mechanism of the country;

Judging from the current senior high school entrance examination, college entrance examination and even the usual recruitment, cultural achievements are still the main thing, and it is impossible to comprehensively examine a person's comprehensive quality. Since we don't examine comprehensive quality, why should we promote quality education?

4. It is related to the strong utilitarian thought of the whole society;

People in today's society are too impetuous and utilitarian, and are often eager to achieve success. Affected by this kind of psychology, people are always single-minded, racking their brains to improve students' cultural achievements through quick methods, instead of letting children calm down and develop in an all-round way.

5. It is related to the unbalanced economic development in different regions;

The more economically backward areas, the deeper the concept of exam-oriented education. People are eager to get rich and get promoted, so they pin their hopes on their children and their studies. How can they have the mind to carry out quality education? In addition, the implementation of quality education should have a certain economic foundation. Without this foundation, quality education is also difficult to implement.

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Fortunately, with the development of economy and society, with the change of educational concepts from all walks of life, with the guidance and supervision of national policies, all aspects are now trying to change and change. Examination-oriented education will surely become a rat crossing the street, and quality education will surely become the ultimate choice of this society!

Well, personal understanding of quality education should be an idea, not a fixed model. So in a sense, discussing the realization of this proposition itself is a bit of a false proposition. In my opinion, the key to the implementation of the concept of quality education lies in the reform of the education system itself, that is, removing more unnecessary administration, rather than all kinds of so-called innovation promotion, research, competition, evaluation, quantification and assessment. Among them, there is pressure to oppose quality education and negative administrative behavior, because this kind of spoon-feeding behavior of passive substitution not only does not reduce the burden on students, but also leads to the proliferation of school formalism and inaction. For the implementation of the concept of quality education, I personally think that we should start with the training of teachers, especially the professional specialization of teachers. I am also skeptical about the practice of teacher qualification certificate, but the concept of quality education has been deeply rooted in the hearts of the people all over the country. Otherwise, those cramming candidates who have not received systematic training and lack educational and teaching concepts and students' psychological training may be familiar with each other despite their high academic qualifications. However, the quality of teaching ability is not necessarily higher than that of ordinary model teachers with low academic qualifications, but it will take at least some time to meet the requirements. Therefore, this so-called reform is tantamount to adding a stumbling block to the implementation of quality education. Many schools blindly pursue the facade of higher education, ignoring the laws of education, and are proud of teaching undergraduate children, graduate students teaching primary schools, and master's and doctoral students attending junior high schools. In fact, many local education administrative departments are not ignorant, and many school leaders also complain that they would rather have a former secondary school normal student than a current non-normal student, and would rather have two normal students than a non-normal postgraduate doctor. Perhaps this is also based on this reason. However, due to the pressure of higher-level administrative index assessment, the school had to be unyielding and put pressure on teachers. How can we talk about the implementation of quality education in such a cycle? These are my immature feelings and opinions. Thank you for reading.

To answer this question, we must first understand what quality education is.

Quality education refers to all students, and comprehensively improve students' quality education in moral education, aesthetic education, physical education and labor education. The proportion of intellectual education is small.

I think the reasons why quality education is difficult to implement are as follows:

1. Quality education is only superficial.

It has been more than twenty years since the implementation of quality education in the mid-1990s. What have we felt for more than twenty years? I feel that it is still exam-oriented education, taking exams as the center, focusing on scores, and talking about heroes by scores. Although the policy has been mentioned repeatedly, it has always remained on the surface, and it has not been really implemented for a long time, and it has not really persisted.

Although quality education has improved, but the arm can not twist the thigh, exam-oriented education is very prominent. Quality education has been called for for so many years, and finally it returns to exam-oriented education.

2. Exam-oriented education is deeply rooted.

Although the primary school is not as intense as the senior high school entrance examination, most parents hope that their children will not lose at the starting line and send them to educational institutions early to learn this and that, especially the subject training.

Junior high school struggled for three years to get into a good high school. How can we have time and energy to do quality education well? Therefore, quality education is like a cloud, floating away. Three years of hard work in high school is to get into a good university. How can we have time and energy to do quality education well? Therefore, quality education is just a starting point.

3. Quality education is not fully qualified.

In some big cities, it is very good to carry out quality education, because these big cities have good quality education conditions and can provide good places and good teachers for students. In some places with poor conditions, it is difficult or difficult to implement.

In short, quality education is difficult to implement, mainly because exam-oriented education is the mainstream.

In recent years, the slogan of quality education has become louder and louder, but there is no big move at the grassroots level. As a grass-roots teacher, I have the following views.

First, the baton of the college entrance examination has not changed.

The reform of the new college entrance examination, which is generally concerned by the society, has basically landed. As a teacher, this reform is a failure. From the noisy division of arts and sciences at the beginning to the present 3+ 1+2, I feel that I have basically reformed for the sake of reform, but I have not changed substantially, and finally it is about grades. The college entrance examination is the ultimate goal of primary and secondary education, so the college entrance examination depends on scores, so the middle school entrance examination depends on scores, and the primary school depends on graduation examinations. After layers of pressure, scores are still the most important, so quality education has become a slogan.

Second, exam-oriented education is still the most direct assessment method.

The education authorities should assess teachers every year, and schools should also assess teachers. So what should the evaluation look at? The most direct and least controversial thing is the score, so the score is related to the immediate interests of teachers, so teachers are forced to engage in score competitions, so how to improve the score is the focus of teachers' research. As for quality education, it depends on the individual situation.

Thirdly, parents' requirement is to get high marks in future exams.

Quality education sounds good, but it is invisible and intangible. Moreover, getting a good score in the college entrance examination is the most direct way to get into a good university, so parents only care about the score and don't care whether the teacher is a quality education.

Fourth, the education and administrative departments have not really done anything. There are many quality education documents, but few substantive contents, and the supervision and supervision are basically a mere formality.

I'm glad to answer your question. The fundamental reason why quality education is difficult to popularize in primary and secondary schools is that people have not understood the connotation of quality education. There are two main misunderstandings.

One is quality education, that is, not taking exams. Since the senior high school entrance examination and college entrance examination still exist, there is no room for quality education. Because all the work in the school should be carried out around the baton, otherwise, there will be no way to give parents and society a satisfactory explanation. Parents will not agree, the society will be dissatisfied, that is, "the people are not satisfied", the reputation of the school will be seriously damaged, and the superiors will give the principal "poisonous fruit".

In this way, the school level lacks the motivation to promote quality education. In fact, examination is just a form, a means to check the quality of education and teaching and select talents. The key lies in how to test and what to test. Without examination or evaluation mechanism, it is impossible to correctly evaluate students' quality and feedback the teaching situation. How to improve and improve teaching? Therefore, killing the exam with a stick is a manifestation of moving from one extreme to the other, not a scientific attitude.

The second is that quality education is specialty education, that is, dancing, singing, writing and drawing. Let every child have special skills, such as sports, dance, vocal music, painting, program hosting and so on. These are extremely scarce talents for the school. Only a few people must use it on the "cutting edge" and let them take the college entrance examination team and participate in various competitions. Moreover, in order to give students enough time to develop their specialties, it is necessary to reduce their academic burden.

In fact, major is only a part of people's quality. To make students happy physically and mentally and study easily, the main thing should be the reform of teaching methods, rather than blindly reducing the study of necessary knowledge and relaxing the mastery of necessary abilities.

It can be seen that we must accurately grasp the connotation of quality education so as not to get lost in the process of educational reform. To sum up, quality education mainly includes the following five characteristics: the fundamental purpose is to improve the quality of the people (this is the purpose of education, and special attention is paid to the cultivation of core literacy at present); For all students (this is the object of education and the basic principle of ensuring educational fairness); Promote the all-round development of students (especially moral education can not be absent, because labor education is relatively weak at present, so it is very emphasized); Promote students' personality development (society needs all kinds of talents); Pay attention to cultivating innovative spirit and practical ability (society needs high-tech talents and practical talents). Grasping these connotations and steadily promoting quality education in educational practice will give us the direction and motivation to move forward.

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