Are primary and secondary school students optimistic about reducing the burden? Are primary and secondary school students optimistic about reducing the burden? Pros and cons? Pros and cons? Thank you, chairman, judges and other debaters. First of all, let me explain an important concept "optimism" in the debate. Optimism means having confidence in the development of things. Looking back on the road of reducing the burden and looking forward to the prospect of reducing the burden, we believe that there are three reasons why primary and secondary school students are optimistic about reducing the burden. First, there is the guidance of national policies and an optimistic environment for reducing burdens. Thought is the forerunner of action. From 1957, when Mao Zedong put forward that "the curriculum should be reduced and the weight should be reduced in order to develop in an all-round way" to the 17th National Congress of the Communist Party of China, Hu Jintao clearly put forward that "the schoolwork burden of primary and middle school students should be reduced", which all explained the Scientific Outlook on Development of education. With the revision of the new Compulsory Education Law and the issuance of 49 documents by the Ministry of Education, local education administrative departments have also formulated specific provisions on "reducing the burden" and carried out special supervision. This shows that reducing the burden has become the will of the country and the will of the people. Secondly, the improvement of teachers' quality is not optimistic. Check the loopholes and find the root cause. The fundamental way to "reduce the burden" is to improve the quality of teachers. To this end, the state has organized a new round of teacher training focusing on new ideas, new courses and new technologies. With the change of teachers' teaching methods and students' learning methods, we suddenly turned around. The shackles of "removing people for Iraq" have been untied, and the classroom teaching reform has entered the realm of "dim lights". Being good at teaching students to learn music has become the goal and ideal of teachers and students, but it is not effective in the wisdom classroom. Third, changes in values have reduced market optimism. General Secretary Hu Jintao pointed out that "socialist modernization needs talents at all levels." As a resource of the market, there is a relationship between supply and demand for talents. Whether it's Peking University in China or Harvard in the United States, the talents they cultivate need social practice to test that Peking University students sell meat, but vocational education graduates are in short supply. Doesn't this mean that the era of "diploma is lifelong" is gone forever? Achievement is no longer the only criterion for evaluating students' Excellence, but ability is the "touchstone" for students' employment. The reform of employment system and employment system is building a new bridge in the talent market. "The strong wind sent me to Qingyun." Burden reduction is accompanied by national policies, high-quality teachers and talent market. The hard ice of exam-oriented education is melting. We firmly believe that we are optimistic that the ship of "reducing the burden" of quality education will go straight to Yun Fan to help the sea. Thank you, Chairman and the judges for the wonderful debate. It sounds logical and organized, but it can't avoid two big mistakes. First, the other debater said so much pessimism but didn't tell us whether these phenomena are essential or non-essential, mainstream or non-mainstream, whole or partial. Since you are not worried about the trunk, how can you say you are not optimistic? Second, we misunderstood the meaning of "reducing the burden". Reducing the burden is not to dilute the quality of education, but to improve the comprehensive quality of students. Isn't this kind of burden reduction injecting new energy into participating in social competition? Looking forward to the prospect of reducing the burden on primary and secondary school students, we are full of confidence. There are three reasons for this. The foundation of reducing the burden is rock solid. Don't you see that the requirement of building a harmonious society put forward by our party has created an environment for reducing the burden, and the continuous expansion of high-quality educational resources has provided conditions for reducing the burden? The change of people's view on talents has enriched the atmosphere of reducing burdens, which is the mainstream. Why should we doubt the power of human reason and the ability to solve problems under the guidance of this reason when the "five adherences and five prohibitions" put forward by Minister Zhou Ji gradually become people's conscious actions? Second, the road to reducing the burden is getting brighter and brighter. Dr. Jiang proposed that the purpose of education is to enable students to have the ability to solve various social problems. Once upon a time, the society was still advocating fish begins to stink at the head's rote learning model, but today people pay more attention to students' innovative spirit and practical ability, which is development. When the teachers who used to be keen on learning and tired tactics are trying to practice the new teaching concept today and take the road of light negative and high efficiency, is there no reason to expect students' enthusiasm for learning and joy of growth? Director Bao Yinchu of Suzhou Education Bureau, who led the national education reform, clearly put forward that "teachers with high quality and light burden should stand out". This is the trend. Following the primary school attached to Shanghai No.1 Normal University, seven schools have successively realized happiness education, hope education and success education. It can be seen that the burden reduction in the Spring and Autumn Period is fruitful. It is true that reducing the burden has encountered some difficulties today, but Levi said in ancient Rome that "the fire of truth sometimes becomes dim, but it will never go out." "Therefore, we once again emphasize that the optimism of primary and secondary school students to reduce their burdens cannot be questioned. Thank you, Madam President. Hello, everyone. The opponent's eloquence is admirable. But we can't ignore the existing problems. First of all, the other debater always opposes all kinds of difficulties and optimism in the process of reducing the burden. You know, the Tang Priest and his disciples finally got back the scriptures when they met the 81 ST difficulty. Secondly, the other debater mistakenly thinks that the college entrance examination is the bottleneck restricting the burden reduction. The United States has a college entrance examination, but why are American students recognized as the strongest in creativity and practical ability? Third, other debaters always look at problems with a static eye. It is undeniable that a few parents still maintain the traditional educational concept, but more parents' educational concept is changing. On October 8, 2007/KLOC-0, a burden reduction in Chengdu showed that nearly 80% of parents were in favor of reducing the burden. Can't this make us more confident in reducing the burden? I will further demonstrate our point of view with facts. First, the burden reduction policy has been implemented. With the release of burden reduction documents at all levels, schools all over the country have taken burden reduction actions according to local actual conditions. Shanghai and Guangzhou took the lead in canceling mid-term exams and reducing the number of exams. Chengdu and Hangzhou followed closely, limiting the weight of students' schoolbags and going into battle lightly. Beijing and Shandong responded positively, paying attention to students' psychology and strengthening psychological counseling. Jingzhou is unwilling to lag behind. A few years ago, we cancelled key classes and stopped making up lessons on holidays. A single spark can start a prairie fire. Why don't we believe that the storm of reducing the burden will be more fierce? Second, the curriculum reform has been well implemented. The new curriculum is changing the tendency of paying too much attention to knowledge transmission, and realizing three-dimensional goals has become the value pursuit of teachers. The new curriculum is changing the current situation that the course content is "complicated, difficult, biased and old", and the difficulty of textbooks, homework and exams has been reduced. The new curriculum is changing the current situation that curriculum evaluation overemphasizes the selection function, and the evaluation of credit system growth record is diversified. This has not prepared the conditions for reducing the burden. Third, the situation of light burden and high efficiency is good. From the magical effect of Qingpu County's attempt to guide and feedback, to the whirlwind of reform in Dulangkou Middle School, and then to the climax of reducing the burden and increasing efficiency in Yang Si Middle School, doesn't this make people full of confidence in the prospect of reducing the burden? A journey of a thousand miles begins with a single step. In just a few years, reducing the burden has achieved such good results. Looking forward to the future, the road to reducing the burden is infinitely beautiful. Therefore, it can be clearly said that the prospect of reducing the burden of primary school students is bound to be optimistic. Hello, ladies and gentlemen. First of all, I want to thank other debaters, because they have asked us so many questions, which has injected new impetus into the burden reduction in the process of progress. Therefore, we firmly believe that the situation of reducing the burden on primary and secondary school students is optimistic. Thank you. Thank you. I still want to point out some mistakes made by my opponent. The word "optimism" in the debate reminds us to look at reducing the burden from a development perspective, but opponents always list the immediate difficulties. Isn't this beside the point? Second, the vague understanding of the concept of "burden reduction" is that the other debater thinks that burden reduction means no burden. It is true that "reducing the burden" no longer requires heavy schoolbags, endless homework and endless exams, but it does not oppose reasonable schoolwork, necessary cultural knowledge and normal basic training in various disciplines. Third, the one-sided understanding of the effect of reducing the burden, the other debater only saw the discordant notes in the current process of reducing the burden, but could not see the overall situation of reducing the burden. How does this metaphysical view come to a correct conclusion? Below I will further summarize our views from three aspects: "reducing the burden" is deeply rooted in the hearts of the people. In today's new curriculum reform, the voice of reducing the burden is like the north wind in winter. From the central government to the local government, from leaders to the masses, from the elderly to children, all pay attention to "reducing the burden of education." Today's debate on "reducing the burden" is not the best portrayal of exploring the road to reducing the burden? Are we arguing about winning or losing? No, we are arguing for the development of our children and the future of our motherland. I really want to know how far we are from the success of reducing the burden when "reducing the burden" has become what people think. Not to mention the great concern of three generations of leaders on reducing the burden, the problem of reducing the excessive burden of primary and secondary school students this year has been written into the law on the protection of minors and the report of the 17 th National Congress. This shows that reducing the burden is not only a method problem, but also a legal concept and political principle problem. It requires that each of us should and must raise the burden reduction to the height of "moral cultivation" to understand and put it into down-to-earth action. Third, the "burden reduction" has achieved remarkable results. Don't you see that children now have less academic burden and more opportunities for all-round development, and they are more comfortable to laugh? Didn't you see that the content of cultivating students' ability, quality and emotion has been added to the teaching materials under the new curriculum standard? Don't you see that the new evaluation method of "rank specialty" is gradually replacing the old evaluation system of "ranking Liangshan heroes" Don't you see that the team of "teachers" is moving towards "learning and exploring"? In the face of this series of achievements, can you still say that reducing the burden is not optimistic? "Qian Fan on the edge of a sunken ship" in front of the diseased tree, Wan Muchun "We clearly see the problems in the process of reducing the burden, but we know more clearly that the problems brought by development will be solved in development. Finally, I reiterate our view that the situation of reducing the burden of primary and secondary school students is optimistic. There is no doubt that primary and secondary school students are optimistic about reducing their burdens. Thank you, chairman, judges and other defense friends. Just now, the other debater unilaterally emphasized "optimism", replacing reality with ideals and factual judgment with value judgment. We don't agree. I would like to ask, from Chairman Mao to President Hu, from the 13th National Congress to the 17th National Congress, why has the burden on students been reduced for decades, but it is always "the mountain fire does not burn, but the spring breeze blows high"? First of all, I want to point out that when we talk about optimism, we don't look at reducing the burden with pessimistic eyes. In fact, like all of you here, we also hope to reduce the excessive burden on students. However, the process of reducing the burden clearly records the effect of reducing the burden, that is, getting twice the result with half the effort or even backfiring, which gives us any reason to be optimistic. I will elaborate our views from the following three aspects. First, fierce social competition restricts the burden reduction. As we all know, China is a populous country, and its comprehensive national strength has been greatly improved, which will inevitably lead to the serious problem of social competition aggravating the employment situation. However, under the current education system, the college entrance examination is still the only way to success. The criteria for evaluating schools, teachers and students are still "hero by score" and "success by ranking". This social reality has led to fierce competition for further study. The law of competition is "survival of the fittest". In order to win in the competition, the cruel fact that "thousands of troops are crowded on a single-plank bridge" has become a special scenery in the education park. How do students reduce their burdens? Second, parents' quick success and instant benefit hinder the burden reduction, which is infiltrated by thousands of years of traditional culture in China. In today's pluralistic society, "everything is not as high as reading" is still the truth pursued by most people. In addition, the current social employment system still emphasizes academic qualifications, which leads to the prevalence of parents' eagerness to compare with others. They stick to the concept that "a good primary school, a good middle school and a good university can have a good job" and add more weight to their children's studies for fear of losing at the starting line. It can be seen that without the understanding and support of parents, reducing the burden is just a sigh. Third, the comprehensive quality of teachers affects the burden reduction. Teachers are important implementers of reducing the burden, and their ability affects the effect of reducing the burden. We don't deny that the quality of some teachers has improved to some extent since the implementation of the new curriculum reform. However, due to the deep-rooted idea of exam-oriented education, most teachers can't adapt to the changes brought about by the new curriculum reform in terms of educational concepts and teaching methods. In particular, the age structure of rural teachers is aging, the workload is heavy, the training opportunities are few, and the quality of teachers is difficult to improve. Educator Zhu Yongxin once said, "Without the growth of teachers, there will never be the development of students". How to lighten the burden optimistically when teachers' teaching can't bring real efficiency? To sum up, we think that reducing the burden in primary and secondary schools is not optimistic. Thank you, Madam President. Just now, the other debater said that the heavy burden on primary and secondary school students is only an individual phenomenon. Is that really the case? Let's take a look at Shanghai, which is at the forefront of burden reduction. According to the figures released by the Shanghai Teaching and Research Office in August this year, 72% of primary school students said that they should take the exam at least once a week and do the homework assigned by their parents. 60% of them are tired of learning. In the face of the above indisputable facts, can we still be blindly optimistic? Just now, another debater, Kan Kan, talked about some measures and methods to reduce the burden and increase efficiency, but this is only a temporary solution, not a permanent cure. Have you ever wondered how many students are struggling on their way to school with heavy burdens at the moment? Can you still be blindly optimistic when you watch poor children languish for their studies and stay awake at night for their grades? Next, I will further demonstrate our views in theory. First, the rigidity of educational evaluation objectively curbed the burden reduction. When investigating students' heavy responsibilities, people usually hit the board on the teacher. We never deny that part of students' burden comes from teachers, but why should teachers do this? It is because under the evaluation mechanism of "score-only theory", teachers' teaching is always restricted by exam-oriented education. Cheng, a famous educator, said: "Exam-oriented education is still the mainstream mode of school life." Minister Zhou Ji also said that "exam-oriented education is getting more and more serious, and it is very difficult to comprehensively promote quality education." Although we, like most teachers, aim to reduce the burden on students, parents don't support society and don't understand. According to "China Education News", an excellent teacher in Shenyang apologized for reducing the burden according to the regulations at the parent-teacher conference and said that he would increase his homework in the future. Nanjing, which is good at quality education, has to regain the magic weapon of exam-oriented education after repeated failures in college entrance examination. How can we be optimistic and lighten the burden in front of the score-oriented evaluation system? Secondly, it is difficult to improve the quality of teachers, which subjectively affects the burden reduction. In view of the differences in teachers' quality, the other party proposed training to improve teachers, and some teachers' training was also organized in various places to achieve the purpose of reducing the burden. It is true that some teacher training has been organized in recent years, but the limited training resources are undoubtedly a drop in the bucket compared with the huge team of teachers. Compared with the long teaching career, the short training time can only be a drop in the ocean. Some "ostentatious training" cannot be carried out in Hui Ze, but it is neither effective nor a waste of time to broadcast news for newspaper materials. What's more, the pressure of workload assessment mechanism and social expectation make many teachers physically and mentally exhausted. Let them have no time to study, think and study, and transfer the heavy burden to students' teaching, which will easily enter a vicious circle of inefficiency. It seems that there is still a long way to go to completely reduce the burden on students by improving the quality of teachers. To sum up, we insist that reducing the burden in primary and secondary schools is not optimistic. The article quoted by the opposing side is from thank you, Mr. Chairman. Hello, why is the burden reduction order getting higher and higher and the wording getting stricter? Doesn't this explain the seriousness of the burden reduction problem from another side? As the winner of the "12 consecutive championships" in Jingzhou College Entrance Examination, do you have frequent weekend exams in your school? It seems difficult to say "no", but it is repeatedly emphasized in the burden reduction orders that many burden reduction orders are just a dead letter. Another debater reiterated many times that it is optimistic to reduce the burden from the perspective of development. Optimism that can ignore history and reality can only be said to be blind optimism about sand dunes and towers. Let me demonstrate our point of view from the factual level. First, it is difficult to review the historical burden reduction process. Since the founding of the People's Republic of China, there have been many orders to reduce the burden, but in the process of implementation, there are policies at the top and countermeasures at the bottom. Is there any practical effect in reducing the burden? We have been trying to reduce the burden, but every effort of each generation will always leave many unsatisfactory regrets. It is often the problem of reducing the burden that will not last long after some staged achievements have been made. No wonder some people lament that "reducing the burden is just a moon in the water, a flower in the mirror, which can be seen and touched." Second, it is an indisputable fact that students are overburdened. According to a survey organized by the National Youth Working Committee in May this year, 95% of parents buy extracurricular tutoring materials for their children, more than 65% of students attend cram schools, and 70% of middle school students sleep less than 6 hours. When you talk about the prospect of reducing the burden, don't you see that the children's schoolbags are getting heavier and heavier and the lenses are getting thicker and thicker? Can't you see that cram schools and art training classes are still crowded? I didn't see the students' homework seriously overloaded. Is the book wave still ringing? The students sang helplessly, "I get up the earliest, sleep the latest and learn the most, whether it's me or me." Under the burden, students are tired of learning and play truant. Ji Dahai, a famous educator, said, "Reducing students' burden is a systematic project, which requires the full cooperation of parents, teachers and public opinion. "Another debater doesn't look at the development of historical theory and ignores reality. You're dropping bombs with a plane.-air to air. Until the whole mechanism is perfected, sporadic measures to reduce the burden are tantamount to giving drugs to obese patients. At first glance, it has some effects, but it can't bring real health, and it is very easy to rebound. How can we be optimistic in the face of a long way to go to reduce burdens? History, reality and rationality all tell us that reducing the burden in primary and secondary schools is not optimistic. Hello, everyone. As a matter of fact, a series of arguments just now originated from several logical mistakes made by the other side. The first one was to avoid the reality and be empty. The other debater unilaterally emphasized people's subjective initiative and talked about development. Faced with the grim fact that primary and secondary schools are overwhelmed, they put on a posture that people can conquer nature. Is your determination enough? Marxist philosophy tells us that "giving full play to people's subjective initiative must be based on respecting objective laws." "Kuafu, the opponent's debater, always couldn't catch up with Sun Jingwei and couldn't fill in the rough sea after all. The second is generalization. Another debater listed some seemingly successful cases of reducing the burden. Don't forget, fame is hard to live up to. However, Dulangkou reduced Shandong and Beijing reduced the whole country. " A flower is not spring. " My friend, don't be blindly optimistic. Third, lift the soup and don't cook it. In view of the morbid burden of primary and secondary schools, another debater put forward some effective ways to reduce the burden, such as teacher training and curriculum reform, before finding out the root cause. Can these measures really cure diseases? Because of poor implementation and lack of effective supervision, the course evaluation mechanism is seriously lagging behind. You are just using rheumatism ointment to relieve pain-treating the symptoms rather than the root cause. We say that "reducing the burden" in primary and secondary schools is not optimistic. First of all, the roots are hard to break. Our argument has been made very clear. Fierce social competition, parents' quick success and instant benefit, and uneven quality of teachers are the root causes of students' excessive burden. The debater of the other side blindly emphasizes reducing the burden from the perspective of development. Yes, the society is progressing and the concept is changing in the development era. However, in our ancient and young country, the social competition caused by large population will only become more and more fierce. Parents' concept of "aspiring to succeed" has been ingrained for a long time. It is not optimistic that primary and secondary school teachers with a total number of 1 1 10,000 should "reduce their burdens" at any time if they want to improve generally. Secondly, "reducing the burden" is a complex social system project. The formation of excessive burden has a profound social and historical background, and society has its unshirkable responsibility. Education will eventually be restricted by social structure, employment mechanism and economic situation. "Reducing the burden" needs comprehensive management. Before the one-sided view of talents, unreasonable employment mechanism and educational evaluation based only on scores are completely changed, are leaders who take achievements as their achievements willing to "reduce points"? Can schools that gain survival capital by ranking scores "reduce scores"? Parents who are worried about their children's employment dare to "reduce"? How can "reduction" be optimistic? We are here today to debate what is winning or losing. We are arguing about the development of students. We are talking about the future of our motherland. It's not that I'm not optimistic about reducing the burden. We also hope to "reduce the burden" and we will devote ourselves to "reducing the burden". When nine-year-old Fei Xia groaned in despair under her mother's stick because of her poor exam results, when 13-year-old Xiu Xiu committed suicide to save her parents' tuition fee of 654.38+10,000 yuan, and when 18-year-old senior two students in Shaanxi committed suicide by taking poison before the bell rang in 2007, why did the other debater tell us that it was optimistic to reduce the burden in primary and secondary schools? There is still a long way to go to reduce the burden. Blind optimism is bound to lead the burden astray, and relaxing vigilance is bound to add fuel to the fire. Lu Xun said, "A true warrior dares to face up to the dripping blood and the bleak life". Only by recognizing that the "burden reduction" in primary and secondary schools is not optimistic can we correctly examine history and reality, try to find ways and means to solve problems, and better describe the bright future of education. Thank you.