■ Based on national characteristics, on the basis of digestion and absorption, it is an important form of college entrance examination reform in various countries to learn from the experience of other countries comprehensively and flexibly.
When dealing with the experience of foreign college entrance examination reform, people can adopt three different attitudes: one is to digest, absorb and reuse, the other is to use it flexibly on the basis of diversity and comprehensiveness, and the third is to highlight characteristics and emphasize originality. Looking at the latest progress of college entrance examination reform in major developed countries, we find that all countries have fully and flexibly used the experience of other countries on the basis of digestion and absorption, and then formed a college entrance examination system with their own characteristics. In recent years, developed countries in Europe and America have strengthened the unified control of the government on the college entrance examination, Japan and South Korea have implemented learning ability tests, and South Korea has allowed universities to hold separate examinations, and so on. These practices obviously have the shadow of other countries, but at the same time they are based on their own national conditions and try to solve their own practical problems.
Strengthening the national unified examination, expanding the autonomy of college enrollment and increasing students' freedom of choice are the basic framework of college entrance examination reform in various countries.
On the surface, the college entrance examination system in major developed countries seems to be at the two poles of national unified examination and independent enrollment in colleges and universities. However, the recent trend of college entrance examination reform shows that all countries have reformed the unreasonable elements in the original college entrance examination system on the basis of respecting their own historical traditions. The basic trend is that highly decentralized countries are strengthening the control and management of college entrance examination, while countries that implement unified examination are gradually increasing the autonomy of local and higher education institutions. At the same time, all countries strive to increase candidates' freedom of choice by increasing the number of exams, merging exam subjects and enriching enrollment forms. It can be predicted that strengthening the national unified examination, expanding the autonomy of college enrollment and increasing students' freedom of choice will be the basic framework of college entrance examination reform in various countries today.
On the basis of paying attention to the examination of basic knowledge, improving the examination methods and forms, and paying attention to the examination of students' basic skills and practical ability are the same topics in the reform of college entrance examination in various countries.
In Britain, students' design, operation, observation, expression and organization abilities are mainly examined through the "course assignment" evaluation project; Japan allows colleges and universities to organize their own separate examinations to further examine students' professional level and practical operation ability; In addition to the high school graduation exam, Germany has also increased the ability orientation test for students, and so on. These trends show that in order to meet the needs of new social development and educational reform, countries all over the world are trying to comprehensively examine students' basic knowledge, basic skills and practical ability by improving examination methods and test paper forms.
On the basis of unified examination, it is an effective way for the state to prevent "one exam will be fixed for life" by allowing universities to organize examinations separately and emphasizing students' usual study.
In view of the disadvantages of college entrance examination, Britain has increased the proportion of "course assignments" and added special papers for advanced supplementary level examination and general education certificate; France adopts a comprehensive evaluation combining the unified examination with the usual grades, and decides whether to formally register according to the examination situation of candidates after a year of trial in universities; Japan's national unified examination is held twice a year, allowing universities to hold separate examinations; Australia abolished the college entrance examination graduation examination system, taking students' comprehensive scores in high school for two years plus an "all-Australia grade examination" as the basis for university admission. It can be seen that increasing unified examination opportunities, allowing colleges and universities to organize examinations separately, and increasing the proportion of study in peacetime are all effective ways to prevent "one exam for life".