Can you really get high marks? Urgent! ! ! High score reward! ! !

It is correct that high scores are not the embodiment of high energy.

College students in China are admitted with high scores. How many of them are highly capable? Graduate students need high marks. But what have they worked out? hahahaha

Mao Zedong, Deng Xiaoping and Liu Shaoqi, they can become senior officials, but they don't have high scores and high education. Who can match their ability? Since the founding of the People's Republic of China, Chinese universities have trained several groups of talents for the country. Neither Hua nor Chen Jingrun was admitted to the university with high marks. There are too many people with higher scores than them, and nothing can match their achievements.

There are three Nobel Prize winners in an American university laboratory. How many are there in China? The entrance scores of Americans are far worse than those of our country. Twenty years ago, students who failed in the college entrance examination in China needed to go to the United States in advance, but they became senior talents there. At present, in order to recruit more students, Hong Kong also recruits mainland students, and more than a dozen students have scored in the top ten in the exam. It is remarkable that the local people can get such a high score.

Of course, it is not that these students are really mentally retarded, because their education is cramming education. They were trained to be little sheep. They can't survive in wolves. They can only do questions with answers in the book. They can't adapt to the ever-changing world. Sadly, if wolves really come, what should they do?

Let's start with some foreign examples. Einstein didn't go to college for the first time because his score was not enough, not to mention Edison's score.

But everyone knows their achievements. China is a country with high scores in the world. But we have trained some excellent talents.

High score is not the embodiment of high energy.

The first is what is a high score. Especially in the learning stage. And what we are learning now is mostly theoretical things. Specifically, it is mechanical skills, and abilities are divided into general abilities and special abilities. High energy is a special ability. Refers to the ability to make great contributions to society and promote social progress. There is a fundamental difference between the two. Why are other debaters so sure that high scores are the embodiment of high energy?

China has a heavy population burden. In this specific social background, we can only adopt this simple, one-sided and hasty method of selecting talents by relying on the level of scores. The unreasonable system leads to the single thinking of primary and secondary school students, who only pay attention to book knowledge and do not pay attention to connecting with reality and solving innovation. To some extent, high scores even inhibit the development of high energy. Middle school students in China have won many gold medals in the international Olympic Games, but they haven't even won a Nobel Prize since the founding of the People's Republic of China more than 50 years ago, because the Olympic Games pay attention to theory and scores, and the Nobel Prize winners are truly innovative and energetic people. There has been no breakthrough in the juvenile class of the University of Science and Technology of China for more than 20 years. At the beginning, they all came in with high scores, so where is their high energy?

Professor Li Zhengdao once said: "One of the important reasons why the United States is developed is that American middle school students can't win prizes at the Olympic Games." Interesting.

Third, from the perspective of human history, many people fail to get high marks. But it has high energy. Comrade Lei Feng has no higher education, but the spirit of Lei Feng will always be an immortal monument. Comrade Mao Zedong graduated from normal schools in his early years, but later he became a great thinker, writer, politician and strategist, which played an inestimable role in the progress of China society. Liu Haiyang, a student in Tsinghua University, should have got high marks, but the decline of human nature and morality made him throw sulfuric acid at the black bear, and his heart was not perfect, let alone make contributions to mankind.

Debate material-high score is not equal to high energy. Recently, Chen, a senior three student in Chengdu Liwu Middle School in Sichuan, was admitted to the Computer Department of Michigan University of Science and Technology with a score of 540 in the TOEFL test. The school also gave her the highest scholarship among international undergraduates-"Ambassador" scholarship, which cost 62 13 dollars a year. Chen, a student favored by American universities, is not considered the best in China, because she ranks 35th among 54 students in her class and is a controversial student. Some teachers accused her of being "playful and not doing proper work". At present, in Chengdu, the "Chen phenomenon" has triggered a discussion on educational ideas.

Chen, age 17, national second-class athlete. He has participated in many city, provincial and national radio direction finding competitions and won many awards. She has participated in almost all school-level activities in Lewu Middle School in the past six years, from program hosting and karaoke competitions to photography and dance competitions, and won prizes. During her six-year middle school career, she won an award almost every two months. She dares to speak English, play computer games, explore, do and think in scientific and technological creation. However, Chen's character is active, and he can't be said to be diligent and eager to learn. She is a far cry from the traditional good students in China. A teacher taught her earnestly: If you put those playing hours into your study, you will also be admitted to a Peking University Tsinghua. But Chen said, "No, I'm not like the' top student' in the eyes of adults." For the favor of Michigan University of Science and Technology, Chen childishly replied, "There are many awards." Zhu Qizhuang, president of Lewu Middle School, said: "The key factor for Chen to win is not TOEFL scores, but comprehensive quality."

The pursuit of high marks is the general mentality of parents and schools, and the "Chen phenomenon" is a powerful impact on the "only high marks" theory. We do have a lot of questions about the current situation of education: is it high quality to get high marks? Should all-round children get high marks? But there is no doubt about one thing: high scores also have low energy. then what Do we pursue high marks or all-round development? I think this is exactly the problem that quality education should focus on at present: organically and harmoniously combine high scores with high quality, and both high scores and high quality should be pursued.

Combination:

1. Quality education is to improve students' comprehensive ability, not just academic and academic success.

2。 At present, the new curriculum reform carried out in the early stage of the second middle school and the real primary school in our county shows that good grades do not mean high energy, but the school begins to move towards quality education.

Generally speaking, many people think that the exam is mainly to examine the effect of learning. Specifically, it is to take out a semester's course content for students to answer, and you can get high marks as long as you memorize it. This is not right. The real contents of the exam are: memory, attention, semantic analysis, associative ability, graphic and spatial cognition, and logical reasoning.

Memory is the main neuropsychological factor of a person's survival. Don't think of memory as a mechanical repetition of textbook content. Memory includes scene memory, image memory, symbol memory and operation memory. Situational memory is the memory of an event that happened. For example, you can remember the scene of fighting with friends when you were a child. Image memory is the memory of a person's image and the external characteristics of something. For example, if you meet a friend you haven't seen for years, you can recognize him at once. When someone asks you what a plate is, the characteristics of the plate immediately come to your mind: round. Symbolic memory is language, articles and numbers. This is what we take in many exams. For example, let you write an article silently, let you tell when * * * was established, and so on. Operate memory, such as riding a bike or disassembling a computer. This is closely related to skill. Of course, there are other divisions of memory, such as instantaneous memory, short-term memory and long-term memory. This is divided by the length of memory.

It is precisely because of memory that our brain can store an infinite number of things, which can be quickly extracted and processed when needed, making people move faster and faster. If you have no memory, you need to relearn a lot of knowledge when you do things. Memory is too important. If a student lacks the ability to remember, then he can't store knowledge, and his skills will be severely limited, let alone study.

Attention. Attention is closely related to consciousness, which is the concentration and direction of doing something. If you have poor attention, you can't mobilize your whole body's energy to engage in something for a long time, and knowledge is hard to become a long-term memory. As you can imagine, if a student is not attentive in class, he is not clear about most of what the teacher teaches. It's easy to make mistakes if you don't pay attention in the exam.

There is no need to elaborate on semantic analysis here. You need to understand what others are saying. This is what the Chinese exam is about, and both mathematical application problems and historical data analysis need semantic analysis. When I was in primary school, I did semantic analysis by segmenting the text and extracting the central sentence.

Associative ability. This is often examined in exams. Students need to connect a lot of knowledge to solve a problem, or to deal with it from one place to another. Students who lack association ability are usually unable to solve some questions that require other knowledge.

Graphic and spatial cognition. This is geometric ability. Mathematics needs this ability, so does art, and so does physics. People also need this ability to survive. Otherwise, you won't know the difference between east, west, north and south.

Logical reasoning. Mathematics, Chinese, geometry, history, physics, chemistry and other exams are all being tested. Can you say it's not important?

These constitute the core elements of IQ, in other words, the core elements of human ability. If these abilities are lacking, how can you believe that a person is absolutely "high energy"? Moreover, the above elements are highly related, which has been proved.

A student's outstanding ability in these aspects will enable him to achieve excellent results in the exam. It can be analyzed from an empirical point of view. In most cases, the ability of students who have achieved very good results in primary and secondary schools is very outstanding. Moreover, most of these people are successful in their future life and work. Students with poor grades will generally have lower social status and economic income in the future.

It is absolutely necessary to cite counterexamples to accuse me of this statement. For example, a friend once discussed with me that the level of examination papers in Chinese mainland is too low to guarantee a comprehensive investigation of the above elements. There is some truth in this criticism, but from my personal point of view, Chinese mainland's papers from primary school to college entrance examination are all good. Although there are some strange questions, most of them are testing some basic questions. At the same time, there should be some strange questions that some students with higher IQ can distinguish.

Some people may argue, what does it mean for Tsinghua students to throw bears with sulfuric acid? Did he get a high score? Yes Is he full of energy? I can only say that maybe not. Everything has many particularities, which is an unavoidable fact. 4% of mammals are gay, and human genes change slightly in each generation. High scores and low abilities are common phenomena, while high scores and low abilities are special cases, and their incidence is quite low, even negligible statistically. Of course, you can criticize me for "ignoring" the living. However, no matter in nature or human society, there are many things that have a low incidence and do not affect the whole. As a general study, we can only "ignore" them mercilessly. If you are interested in doing a case study with high scores and low abilities, I support it with both hands.

Some people may argue from another aspect: What if someone has a low IQ test or a low test score, but is still a genius? This involves logical problems. "High score" and "high energy" are not the same. In other words, high scores can promote high energy, and high energy can't promote high scores. As for why some people with strong ability can't get high marks, there are many reasons that are unclear at present. For example, many painters' works are very good, but they just failed in the exam. Some people failed in the exam and later became experts in a certain field. But I can definitely answer one thing: these people are a minority, even a very small number. How many students with poor grades in school will become the best in a certain field in the future? Hardly.

Another possible reason is also controversial at present: "high energy" or special talent in one field suppresses other abilities. This view seems to have some truth. Because IQ tests or exams measure comprehensive ability, or comprehensive intelligence. If there is really a super ability to suppress other abilities, then this explanation is not too much. Dr. Bruce Miller of the University of California found that there is an area in the right temporal lobe of human brain that may be the center of genius (the right temporal lobe is roughly above the right ear). Neurons tend to oppress it and prevent people's daily behavior from deviating from normal, so most people are "ordinary people". Once the right temporal lobe is damaged, the power of the genius center is released, making people a genius in a certain aspect. This conclusion has been recognized by many researchers including Australia and Russia. The problem is that if the center of genius is "released", it will cause the problem of imperfect personality. Therefore, most geniuses have mental problems.

As educational researchers, we must admit some basic facts. Numerous facts have proved that high scores are basically high achievers, but why do educators and the media advocate high scores and low abilities? Isn't this a lie with your eyes open? Of course, I can understand one thing: as a way of education, students with low scores should know, "You are not bad, and people with high scores are not much better than you." As long as you work hard, you can do well. " This is to build confidence for people with low scores, and I really understand it. However, in daily teaching, the attitude towards students with poor grades is very bad. How can we understand the methods of educators? This is nonsense!

Confucius said to teach students in accordance with their aptitude, and I quite agree with him. Those students with high IQ hardly need teachers to worry or urge them at school, and they learn quite easily and comfortably. At school, students with good grades in the class play all day, which makes many students with low scores wonder, and even wonder if these students with high scores are working hard at night and disturbing them during the day. This is obviously a fable and understandable. They can't imagine that students with high IQ are handy in their studies. According to my observation, many students with low scores are generally worse than those with high scores in attention and association, which leads to their poor memory and problem-solving ability. Moreover, spatial ability and reasoning ability are not necessarily poor. But sadly, educators seldom care about these puzzles of low-scoring students, and are unwilling to pay more attention to low-scoring students. In my opinion, education should focus on students with low grades, try to find out whether they have potential or other special talents, and don't delay those energetic children because of low grades.