Recently, I want to know about the new college entrance examination reform and read many articles. The following two articles will help you understand the reform measures and problems and treat the reform dialectically.

20 17 Zhejiang Shanghai college entrance examination has ended. Generally speaking, although there are few "false positives" in Zhejiang Province, as the first experimental province of China's college entrance examination reform, the first round of college entrance examination experiments ended relatively smoothly, and the final filing and admission results basically met the candidates' expectations, whether it was the admission of parallel volunteer, a segmented major in Zhejiang Province, or the voluntary admission of professional groups in Shanghai universities.

From September 20 17, after Zhejiang and Shanghai, Beijing, Shandong, Tianjin and Hainan will start the new college entrance examination reform. At this time, it is of great significance to analyze the problems existing in the college entrance examination reform in Zhejiang and Shanghai for further improving the college entrance examination reform in Zhejiang and Shanghai and promoting the new college entrance examination reform in China.

The first round of college entrance examination reform experiment is over: full of ideals

The reform of college entrance examination in Zhejiang and Shanghai includes: the combination of 3+3 subjects, the division of arts and sciences, the examination of foreign language subjects for more than one year, the inclusion of the test results of high school academic level in the college entrance examination, the implementation of comprehensive quality evaluation for students, the abolition of college entrance examination points, the gradual abolition of college entrance examination batches and so on.

The core content is "3+3" subject reform, Zhejiang Province 3+(3 out of 7) and Shanghai 3+(3 out of 6). When the college entrance examination reform plan was introduced, the subject reform was given many meanings, mainly to expand students' right to choose, including:

First, expand students' choice of subjects.

There are 20 combinations of 6+3 and 35 combinations of 7+3. Unlike the previous 3+ liberal arts or science, there are only two choices 1, which can encourage students to choose subjects according to their academic interests.

Second, expand students' curriculum choices.

In the past, students were arranged to study in fixed classes, but now they choose courses and leave classes. The school provides more space for students to choose courses. It cannot be said that it is a complete credit system like foreign middle schools, but it can be said that after the new college entrance examination, many high schools began to implement the shift system.

Third, expand students' right to choose exams.

According to the new college entrance examination reform plan, foreign language subjects will be tested twice, and the best ones will be included in the college entrance examination results, which will be the same in all provinces in the country in the future, so students' right to choose exams has been expanded. Zhejiang province has gone further, and three of the seven subjects can be tested twice. Therefore, Zhejiang has four scientific examinations twice, and the complexity and difficulty of reform are much greater than that of Shanghai.

Fourth, expand the choice of students in schools.

The new college entrance examination not only has the "3+3" subject reform, but also requires the cancellation of admission batches. This year, Zhejiang Province canceled all the admission batches, and all students can fill in their undergraduate and higher vocational volunteers at the same time. (This year's Zhejiang college entrance examination "Oolong" incident is closely related to this. Of course, this is not a question of canceling batch reform, but there are other problems that need to be solved in the reform. )

20 16 Shanghai canceled the difference between the first and second admission batches. Canceling the admission batch is of great value in expanding students' right to choose. Students can no longer choose schools according to batches and "identities", but should pay attention to the quality and characteristics of the schools themselves.

Fifth, expand students' professional choices.

After the implementation of the new college entrance examination reform, both Zhejiang and Shanghai college entrance examination volunteering and admission have changed: in Shanghai, parallel volunteer, a professional group of colleges and universities, students can fill in 24 professional groups of colleges and universities, and each professional group can fill in 4 majors, totaling 96 majors; In Zhejiang Province, voluntary reporting is divided into three sections, and students can report 80 professional parallel volunteer in each section.

Reality is very skinny: utilitarian tendency that can not be ignored

The important starting point and goal of the reform is to expand students' choice. However, in practice, the reform of expanding students' right to choose is treated with a utilitarian attitude.

Objectively speaking, in some places and schools, the rights of students have landed. However, due to the imperfection of the system design itself and the utilitarian attitude of schools, students and society towards this round of reform, more serious problems have appeared in some places. There are three main aspects:

First of all, the attitude of some schools towards the new college entrance examination is utilitarian.

Students are free to choose subjects and change their tastes.

There are 20 combinations of 6-for-3 and 35 combinations of 7-for-3. This is a combination of theory, which can theoretically expand students' choice of subjects. But the survey shows that most schools can provide 7 to 8 combinations for students to choose from, which is already very good.

The school believes that to provide students with so many choices of subject combinations means that more courses must be offered and more teachers are needed, but the teachers in the school are not enough! A survey from Pudong New Area in Shanghai shows that the number of teachers will increase by 30% when the new college entrance examination reform plan is implemented, so that the teacher-student ratio will reach about 1: 8. If the large-scale shift system is implemented, it needs more difficult school management, and it also needs to cultivate students' autonomous learning and self-management ability. The most important thing is that no matter how you choose, the school must pay attention to the students' final college entrance examination results and give them 20 combinations to choose from. If the final college entrance examination results are not satisfactory, parents and students will be dissatisfied.

Based on various situations, some schools adopt the "package system", and combine the situation of school teachers to set up several subject combination packages for students to choose from. Admittedly, the set meal system has made progress compared with the past, but there is still a long way to go to realize students' full choice of subjects.

There are four candidates in Zhejiang province who can take the exam twice, and there are two opportunities for the exam in senior two. Therefore, some high schools study eight elective subjects at the same time in senior one. The intention of doing this is clear, that is, to strive for students to complete three exams in senior two, and then learn only a few words.

The situation in Shanghai is better than that in Zhejiang, because there is only one exam opportunity for each elective subject in Shanghai, and only biology and geography are arranged in Grade Two, and other subjects are arranged in the next semester of Grade Three. But this is the case, including some well-known high schools in Shanghai, which clearly tell students that they must get rid of these two subjects in Grade Two, or fail at least one subject in Grade Two, otherwise Grade Three will be 3+3, and it will be difficult to compete with other students with 3+ 1. Many parents are very upset, saying that the school told us that we must choose two courses. If we don't take two courses, we won't care if you have any problems in the future.

There are two kinds of exams for foreign language subjects, and students are free to choose one of them. However, according to the actual situation, at least 95% of the students who took the autumn college entrance examination in Shanghai took the exam twice, the first time was 65,438+0,000%, and the second time was very few (out of 400 senior three graduates from a high school, only four did not take the exam, and these four were going abroad to study German). On the one hand, students think that they may get higher scores by taking one more exam. On the other hand, the school tells students that they must take the second exam unless there are special reasons.

Secondly, students and parents also take a utilitarian attitude.

Choosing a school is just a name, and choosing a subject is just a high score.

The reform design of the new college entrance examination has not broken a basic framework, that is, sorting and admission according to the total score of 3+3. Therefore, when students choose subjects, the primary concern is which combination of subjects will get high marks, no matter 3+(3 out of 6) or 3+(3 out of 7). Many students do not consider their own interests (including academic interests, future university interests and professional interests) when choosing subjects.

This year, there was an "oolong" in volunteering for the college entrance examination in Zhejiang, and some students with 646 points applied for the independent college of Tongji University, Zhejiang College. What is the reason?

In addition to the Zhejiang college entrance examination voluntary reporting system, the enrollment plan of independent colleges is mixed with the enrollment plan of the parent school, and the labeling and reminding of independent colleges are not enough. This situation is also related to students' failure to consider their own interests and long-term study plan when choosing subjects in senior one. Because senior one chooses a subject, you basically have to determine the goals of the university and major, and you have to understand the school and major. When filling in his volunteers, even Tongji University and Zhejiang College of Tongji University were confused. That is to say, he didn't consider this issue when choosing subjects in high school. He chose subjects according to how high he could get into the exam, rather than combining his own interests.

According to the data of Zhejiang Province, in 20 17, there were 2913,000 college entrance examination candidates in the province, a decrease of16,000 compared with last year. Among them, ordinary colleges and universities enrolled 250,654,38+0,000 students, and independent examinations enrolled 46,54,38+0,200 students. There are only more than 80,000 students in the physics exam, accounting for a little more than 30% of the enrollment of ordinary colleges and universities. In 20 16, colleges and universities in Zhejiang province enrolled 268,600 students, including 99,500 students in liberal arts and 0/6910000 students in science. That is to say, 63% of the students chose science integration. The comparison of the above data tells us that after the implementation of the new college entrance examination, the number of students who choose to take the physics exam has almost decreased by half.

Why are many students unwilling to choose physics? The main reason is that physics subjects are difficult, and the results obtained by competition with experts are not high, which will affect the results of college entrance examination. Although some colleges and universities explicitly require to choose physics, these students would rather get higher scores and choose a good university than choose a good major.

As we all know, if students take a utilitarian attitude when choosing subjects, fewer students will choose physics subjects, which will have a great impact on natural science education in basic education. If this problem is not handled properly, it will lead to the decline of the quality of basic education.

The third is that social utility treats the new college entrance examination.

Still pay attention to scores, and the division of arts and sciences is more obvious and earlier.

After the results of the Zhejiang college entrance examination were announced this year, the media immediately paid attention to the champion of the college entrance examination. The three courses of physics, chemistry and biology of the champion are 3A+, which are interpreted by the media as full marks of three subjects, which runs counter to the reform, because these three courses are graded according to the percentile of candidates, with the aim of reversing each score, but they are interpreted as scores. Therefore, in view of the grading reform, students and parents question, since the final admission depends on the score, why should the exam be graded?

In the reform of college entrance examination, it is an important measure that arts and sciences are not divided into subjects. Its purpose is to prevent students from dividing subjects prematurely and promote the development of students' comprehensive quality. However, in order to cooperate with the exam selection, the exam selection was basically carried out in the first year of high school, and the "division" was advanced. It should be noted that China's senior high school entrance examination reform will promote the merger of 4+X subjects, and students will choose X subjects in other subjects except Chinese, mathematics, foreign languages and physical education according to the requirements of local education departments. If the problem of utilitarian test selection brought about by the college entrance examination reform is not solved, it is possible that students will start to choose different subjects from the first grade. For example, a partial science student mainly chooses science subjects, and liberal arts can meet the basic qualification requirements.

New College Entrance Examination: Why is there such a big gap between ideal and reality?

Why is the reform of college entrance examination utilitarian? There are mainly the following reasons.

First, the college entrance examination reform plan itself has a lot of room for improvement.

Generally speaking, this round of college entrance examination reform focuses on subject reform and does not touch on the reform of admission system. That is to say, the examination subjects have been adjusted and the number of examinations has increased. But in the end, it is sorted according to the total scores of candidates' subjects, combined with voluntary admission. Although the new college entrance examination reform plan proposes to implement "two basics and one reference" (according to the unified college entrance examination and high school academic level test scores and referring to comprehensive quality evaluation), the reference function of comprehensive quality evaluation has not been reflected in practice.

For example, Zhejiang Province provides candidates with four examination opportunities (twice in Grade Two and twice in Grade Three), from which students can choose twice. Judging from the examinee's right to choose, this reform seems to expand the examinee's right, but there are two problems.

On the one hand, it encourages some schools and students to take out elective subjects in the second year of high school, which undoubtedly impacts the teaching order of high school and extends the college entrance examination to the whole high school for three years. Students take exams again and again to prepare for the final admission.

On the other hand, if the selected subjects are graded according to the 100-point system, it is not suitable to take the exam for many times, because the situation of the students who take the exam is different every time. For example, there are two groups of hurdles in Group A, Liu Xiang and Liu Xiang in Group B, but the first and second place in Group AB are equal, which will prompt schools and students to make utilitarian choices in exams.

All elective subjects in Shanghai are only tested once, and the most important thing is before the college entrance examination. So this has no overall impact on high school teaching. However, the reform in Zhejiang has disrupted high school teaching, and all candidates have been preparing for the college entrance examination since the first year of high school, which has opened the front line. This is a problem that must be paid attention to. In the absence of fundamental reform of the college entrance examination admission system, expanding students' right to choose examination subjects will not only limit the implementation of the right to choose, but also induce new test-taking tendencies.

Second, the supporting measures for reform have not kept up. At least some supporting reforms are obviously lacking.

(1) government departments should solve the problems of teachers and venues in combination with the new college entrance examination. The implementation of the new college entrance examination requires higher teachers and venue conditions in senior high schools. If there are insufficient teachers, it will be difficult to choose courses and finish classes. In Shanghai, which is relatively rich in educational resources, there is a shortage of teachers and venues after the reform of the new college entrance examination. This problem will be more prominent when the new college entrance examination is promoted in other places.

However, at present, other provinces and cities have not made substantial adjustments in terms of teachers and curriculum construction in response to the requirements of the new college entrance examination reform for high school education. For example, some high schools enroll more than 3,000 students in one grade, which is eight or nine times that of one grade in Shanghai. How to go to work on such a large scale? These problems must be prepared for the future.

The education department needs to improve the school-running standards of high schools according to the problems encountered in the promotion of 3+3 subject combination in high schools, including the standards of teacher construction, curriculum construction and school building construction. According to the requirements of the new college entrance examination, the teacher-teacher ratio of senior high school students in China should be determined as 1: 10. All localities can clearly adapt to the ratio of students to teachers in the new college entrance examination reform, and strengthen the construction of high school teachers and courses according to this ratio. At present, the average teacher-student ratio of senior high schools in China is 14.95, 9 in Beijing, 9.45 in Shanghai and 0/2.92 in Zhejiang. According to the student-teacher ratio of 10, it is a great challenge to increase 50% of senior high school teachers to promote the new college entrance examination. Both Shanghai and Zhejiang felt the shortage of teachers when they promoted the reform of the new college entrance examination. In some provinces and cities where the student-teacher ratio is 17, the teacher gap will be particularly large.

(2) Under the institutional framework of not reforming the college entrance examination admission mode according to the total score, it is of little significance to implement multiple examinations. Because there are many exams, the service still has only one centralized admission (different from many exams and multiple admissions abroad). Therefore, it is suggested that Zhejiang and other provinces that are about to start the reform pilot will set the examination of selected subjects as one time and arrange it in the third year of high school.

From the practical point of view, many exams just look beautiful, and the actual effect is not ideal, which not only increases the cost of organizing exams by government departments, but also increases the burden of students' exams and lengthens the front line of college entrance examination. This year's Zhejiang college entrance examination, a reporter asked students and parents at the scene that this year's college entrance examination was not easy, and both students and parents said it was easy. Because I have participated in this college entrance examination many times, I have participated since my sophomore year. Is it really easy? !

(3) Senior high schools should educate students on career planning according to the new college entrance examination. This is the need for students to choose subjects and exams rationally, and it is also the need to cultivate students' autonomy and independence and adapt to the new school management mode of selecting courses and taking classes in the new college entrance examination.

(4) Earnestly implement the reform of professional parallel volunteer admission. The implementation of professional parallel volunteer admission requires students to have a very clear professional interest and a good understanding of universities and majors. At the same time, all majors in universities have their own characteristics. Judging from the current situation, these conditions are not mature.

(5) The reform of college entrance examination must insist on promoting the separation of recruitment. Focusing only on subject reform will not fundamentally reverse the tendency to take exams and utilitarian choices. As long as the centralized admission system is implemented and students are evaluated by a single standard, no matter how the subjects are adjusted and changed, the college entrance examination reform may turn around.

In the reform of college entrance examination in Zhejiang and Shanghai, the spring college entrance examination in Shanghai is indeed a reform with the significance of enrolling students separately. Candidates take the unified examination first, and then participate in the school interview. A candidate can apply to two universities and get admission notices from them. At present, all local undergraduate colleges in Shanghai take this exam and enroll students. But unfortunately, the quota is still limited, around 2000. If more than 50% or even a higher proportion of Shanghai undergraduate colleges and universities are admitted in the form of separate recruitment through the spring examination, and other foreign universities gradually participate, then the reform of separate recruitment can be expanded.

Only when universities enroll students independently and evaluate students independently, instead of sorting, filing and enrolling students with a score standard system, can students be guided to choose their own subjects according to their own interests and develop their personality and interests.

The above is transferred from the net post.

Here is a supplementary explanation of the significance of the scoring system for selected subjects in Zhejiang college entrance examination, which comes from Zhihu @ Shenyangyang.

Link:/question /39 15376 1/ answer /967 16790.

Regardless of the anger that some high school students feel cheated and the joy that some high school students feel lucky, this paper analyzes the "score distribution" system from the perspective of psychological statistics and measurement.

In fact, it is not a novel system to give corresponding scores according to the relative ranking of all candidates in the exam. The well-known CET-4 and CET-6 also give the final score according to the same idea. For a time, the college entrance examination was graded like this, but later most provinces and cities canceled this system and changed back to pure paper points and added directly. In fact, this scoring method is a variant of Z-score in statistics. The conversion formula of standard score is as follows: z=(X-M)/SD, where x stands for original score (volume score), m stands for average value and SD stands for standard deviation. If the score distribution of all the students taking the exam meets the normal distribution, the relative position of a candidate in the crowd can be directly obtained from the Z score. For example, if the score distribution of all candidates in an exam satisfies normal distribution, the original score of one person is 90, the average score of all candidates is 60, and the standard deviation is 10, then the student's z=(90-60)/ 10=3. According to the normal distribution table, we can know that the student's score is higher than 99.86% of the candidates.

Using standard score has at least several advantages that the original score does not have:

1. The standard score can be added directly, but the original score cannot be added directly in principle. Because standard score uses the same reference point-that is, taking the standard deviation as the "unit" and the average value of the original score as zero-Standard Score can directly add up to represent the sum of someone's achievements in different subjects. But the original score does not have this advantage, because the difficulty of different subjects is different, and the overall distribution may be different. For example, we all know that mathematics is more difficult than biology, so with a total score of 100, A scored 98 points in mathematics, 95 points in biology, 96 points in mathematics and 98 points in biology. Whose learning ability or learning level is higher? If we only look at the total score, B will surpass A by 1, but the difficulty of mathematics may be that A's 98 is the first in the province, while B's 98 may be hundreds in the province. In this case, we can't say that math 98 of A and biology 98 of B have the same weight for us to judge their abilities. If converted according to the standard score, the total score of A may be better than that of B (the mathematical average score is 50, the standard deviation is 5, the biological average score is 80, and the standard deviation 15 is the case).

2. The standard score can directly reflect the relative position of individuals in the group, but the original score is difficult to do this. As mentioned above, under the premise of normality, the standard score may directly calculate the relative position, so the z score is essentially a relative quantity to measure the relative position of individuals in the group. The direct addition of original scores can almost never do this, except in extreme cases such as perfect score or zero score. In addition, in the original original score system, the college entrance examination admission is still based on the relative ranking of individuals in the province, which is why we say that the college entrance examination score is not important, but the provincial ranking is important. Imagine if I got 740 in the college entrance examination, with a perfect score of 750. Is it high enough? But if everyone else is 740+ or even 750, is there any reason for Peking University Tsinghua to admit me? If IQ is the only criterion, then in most cases, choose the person with the highest IQ (even if the person with the highest IQ scores only 100), rather than the person with an IQ higher than 140.

3. The standard score is less influenced by luck and the difficulty of the test paper. The score of a single exam is greatly influenced by luck and the difficulty of the test paper, but the standard score does not consider the original score, but the relative position, so the influence is less than the original score. If the heterogeneity of the group is relatively large, it is even possible that the final score will not change despite bad luck and wrong answers.

Considering the above points, standard score or its variants are the most consistent with statistics and measurement, or can be said to be the most scientific. This is probably the reason why standard score is often used in foreign exams. But this does not mean that the use of standard score is foolproof.

Standard score's advantage is based on several assumptions:

1. The sample is representative enough. This is also one of the chief culprits of dissatisfaction among many key senior high school students. If excellent students in a key high school rarely take an exam and many ordinary high school students try their luck, then the candidates in this exam can't represent the level of the candidates in the province, which leads to the problem of declining discrimination.

2. The population should conform to the normal distribution. If the overall distribution does not conform to the normal distribution because of the difficulty of the test paper or the level of the candidates, then the standard score cannot directly reflect the relative position of the candidates in the whole, while Zhejiang Province gives the score according to the percentage, which will lead to the forced normalization of the final score and cannot reflect the actual gap between the candidates.

Judging from the significance of psychometric grading, the reform in Zhejiang Province is very valuable. The original rough total score method was revised, and the problems of papers in different subjects were considered, and a more scientific score method was adopted. But from the actual implementation, it seems that something has gone wrong. When the premises of the above two standard scores are not satisfied, it is unfair and not too divorced from the actual situation to use the standard score, which causes some candidates' dissatisfaction. As for the evaluation of the reform from the perspective of policy and social equity, and how to deal with the results, it is beyond the scope of this answer and will not be commented.

Pippi said

There is always a long way from ideal to reality, especially when enough people participate in this ideal. Zhihu's answers are mostly abusive, because they involve their vital interests. Most information articles on the Internet focus on change, because they are policy makers and disseminators.

As a rational person who cares about and participates in education, I care about the original intention and rationality of the reform, and I want to know the impact of the implementation of the reform. The reform plan is not perfect, should we go back to the original place? That society will never progress. Reform is not enough to understand the people's feelings. Is it necessary to go its own way? That country will never progress. When the reform focuses on the development of students, when the implementation focuses on gradual improvement, when we put aside our complaints and anger and jointly explore better ways, education can progress. We have seen that some companies have been using scientific and technological means to solve the problems of arranging courses and choosing majors, such as intelligently generating a person's class schedule, evaluating disciplines and interests by artificial intelligence, and introducing and recommending enrollment majors.

After reading these two articles, I also hope that after reading them, being confused and reviling them, we can treat them dialectically, focus on the problems and work hard for the improvement of the reform. In the final analysis, many social changes mean more to the weak than to the strong, because change is the only hope to reshuffle and become stronger.