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.