For decades, many principals and teachers have been torn between "taking examinations" and "improving the quality of students". On the one hand, all parties in society attach great importance to the results of high school entrance examination and college entrance examination. On the other hand, schools are required to make great efforts in quality-oriented education, especially the education of practical ability and innovation ability. This seemingly intractable dilemma actually contains a solution.
First of all, theoretically, the knowledge and skills that the examination focuses on are an important part of a person's quality, especially the practical ability, innovation ability and moral development. In essence, there is no fundamental contradiction between students mastering knowledge and improving their quality. The difference between the two lies in that exam-oriented education only stays in knowledge education to cope with the examination, while quality-oriented education is to train socialist builders and successors with all-round development in areas such as morals, intelligence, physical fitness, work and aesthetics. Knowledge education is only one of the components of quality-oriented education. Secondly, from a practical point of view, schools with high enrollment rates fall broadly into two categories: schools of the first categoryare closely staring at the scope of the examination, and requiring students tostay up late to do targeted exercises, which may cultivate some students with good scores but low qualities; schools of the second category attaches importance to the increase of students' test scores, and also perform quality-oriented education well, which can cultivate more students with good scores and high qualities.
This gives people an important revelation: as long as the reform ideas and measures are appropriate, it is entirely possible for schools to achieve a better balance between guaranteeing students' test scores and improving their comprehensive qualities, so as to solve this dilemma to some extent.
Obviously, the key of the reform is how to find this balance point, and then guide the reform of examination and the reform of education and teaching to explore actively towards this direction.
In terms of the reform of high school entrance examination and college entrance examination, we should take into account the dual tasks of selecting qualified students for higher schools and guiding basic education to develop towards quality-oriented education. In recent years, local governments have actively implemented the spirit of the "General Plan for Deepening the Reform of Educational Evaluation in the New Era" issued by the CPC Central Committee and the State Council, and the reform of examination and admission methods has achieved initial results. For example, some provinces and cities have increased the proportion of physical education and health scores, while others have adopted a college enrollment system based on comprehensive quality evaluation.
In terms of the reform of school education and teaching, we should guide schools to strike a balance between knowledge education and improving students' comprehensive qualities, and regard it as an important area of reform to be carried out continuously.
First, we should guide principals and teachers to establish a correct view of educational purpose, adhere to education in five areas simultaneously, effectively implement moral cultivation into all aspects and links of educational work, and take it as a key measure to address the questions "who to be trained, for whom and how to train".
Second, we should take improving the quality of classroom teaching and the level of comprehensive efficiency as an important breakthrough in deepening the reform. There are two basic standards for the high quality of classroom teaching and the high level of comprehensive educational efficiency: one is that teachers are good at utilizing various educational resources in subject teaching and can achieve multiple educational objectives in a teaching process. This requires teachers to regard the subject knowledge system as an important clue to enhance the comprehensive qualities of students, and constantly improve the level of the integration of five disciplines in classroom teaching. On the basis of striving to complete the subject knowledge teaching tasks, teachers should dig deeply into various educational resources that can be used in the aspects of content expansion, process design, method selection, assignment arrangement and achievement evaluation, and make full use of small entry points that are preset or randomly generated in classroom teaching to promote the education of ideology and politics, moral rules, thinking ability, artistic accomplishment as well as practical and innovative ability in one or more aspects. From this point of view, principals and teachers should form the concept of subject moral education, and also expand it to many aspects such as subject intellectual education, subject physical education, subject aesthetic education and subject labor education, so as to improve the comprehensive efficiency of classroom teaching. The other is to be good at identifying and following the rules of education, and use advanced scientific teaching methods to improve the quality of classroom teaching. At each teaching target point, teachers should try their best to teach in the best way suitable for students, guide students to complete the established learning tasks in a short time and efficiently, so as to free up more time for students, and drive them to walk out of the classroom and into the society to realize the sound development of ideology and morality, practical ability, innovation ability, personalized interests and hobbies and other aspects in a wider world.
Achieving the above goals is an important sign that educational reform is moving to a higher level, which puts forward higher requirements on the reform determination, educational wisdom and overall professional quality of principals and teachers. Therefore, in the new era, the Party and the government should further increase the targeted training of principals and teachers, and constantly lead them to achieve the corresponding high-level development. Only in this way can students' learning burden really be reduced, and can the dual goals of guaranteeing test scores and achieving quality-oriented education be achieved at the same time.
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