原文: 谈如今素质教育

谈如今素质教育

如今的社会，各大学校都在积极的开展“素质教育”,我的母校“济南市经五路小学”也开展了这教育方法，显然“素质教育”已经成为了教育界的一代名词，然而，这些都只是我们看到的一个表面的、片面的现象。

随着时代的变迁，为了“素质教育”，各大学校开始实行减负，作业几乎少到半小时就能完成，我认为所谓的“减负”和“素质教育”并不是在于减免作业，而是在学习、能力两方面进行培养，因“减负”使基层学校进入了一个误区。是，现在已经取消了中考，表面上让学生减负了，但是深层次中却是更加加重了学生们的负担，取消中考，实际上就是以学生的每次考试的综合成绩为评分标准，而“减负”，又让学生难以将自己的功课学到最好，因而又会使学生的整体知识水平下降。或许有人会说：虽然在知识水平下降了，但是学生的各方面的能力就会提高。其实这么说进入了另一种误区，国家的教育根本在于：有理想，有文化、有道德、有纪律。

就算你说：有了能力，在任何地方都能有自己的一片天地。那么你想想，现在的就业多么艰难，能力是一方面，而学历也同样非常重要，想一想高考，有没有真正的达成所谓的“素质教育”，不，没有，高考还是要分数的。学历，是通向就业岗位的一个平台，那些能力强、学历低的学生也就无法和学历高的人在一个就业平台上，也就是说在步入社会的起跑线上就输给了别人。

其实，素质教育的根本并不是在于让学生“减负”，而是要让学生在“能力”和“文化”两方面提高，实际上是给了新世纪的学生们一个更高的目标。而教育界到达现在这样一个误区，首先素质教育的初衷是好的，只是有些教育界人士无法正确的对待“素质教育”。使教育变得“简单化”、“格式化”，全国统一的趋势乍一看好像就是如此。但是那些重点初中、高中、大学，哪一个说直升就直升的，也导致了现在的考前辅导班泛滥，就形成了“学校作业少，课外作业多”这一尴尬的境况。

    我认为，素质教育应该在保证学生的文化水平的基础上，对学生的能力进行培养，作业可以减少，但必须取其精华，让学生的文化素质也能跟得上时代的潮流。

译文: Talking About Today's Comprehensive Education

In the wake of the times change, universities start cutting down burdens on students for the sake of “comprehensive education“, and hand out assignments that would take nearly less than half an hour to complete. I reckon the so called “burdens reduction” and “comprehensive education” do not necessarily mean reducing assignments, but rather to train students in regards to learning and ability; because “burdens reduction” would bring misunderstanding to grass root schools. No doubt, Junior Middle School Examination has now been cancelled, the students’ burdens seem to have reduced but have actually increased. Cancelling the Junior Middle School Examination actually means the students are assessed by the combination of marks they scored in all their examinations taken in school, and the students are unable to do the best in their studies due to the “burdens reduction”, thus leading to the drop of their overall standard of knowledge. Perhaps some people might say: Although the students’ standard of knowledge has dropped, but their ability in all other aspects has increased. As a matter of fact, such a thought has led to another misunderstanding. National education fundamentally aims at: having ideals, integrity, knowledge and discipline. Almost.

Taking it for granted that, with ability you can have a spot of your own. But as you know, getting a job is so difficult nowadays; ability is one thing, academic qualifications are equally very important. Think about this: Does the Senior Middle School Examination really achieve the so-called “comprehensive education”? The answer is no. Senior Middle School Examination still needs marks. Academic qualifications serve as a platform to getting employment, those with high competence but low academic qualifications will be no watch for those with high academic qualifications on the platform of employment, meaning that they will lose out to others on the starting point of entry into the society.  

In fact, comprehensive education is fundamentally not meant to “reduce burdens” on students, but to let them have the opportunity to beef up their “ability” and “knowledge”. This has actually given the students of the new century a higher target. The original intention of comprehensive education was good, but some people from the academic circle just can’t correctly deal with“comprehensive education”, and have thus fallen for the mistaken ideas. With education getting “simplified” and ‘formatting”, a glance at the unified national education trend seems to give the impression that it is just like that. But in those selective junior and senior high schools and universities, which one would let you move up as you wish? That has led to the overwhelming pre-examination coaching classes that currently go on, resulting in the embarrassing situation of “few school assignment, a lot of home work”.

I believe comprehensive education should train students’ ability under the assurance that students’ level of knowledge is maintained, while reducing the amount of assignment the essence must be selected, so that the students’ quality of knowledge can keep abreast with the trend of times.