♪ hot topic ♪
I'm also particularly interested in the topic of education. But i'm disappointed to see the content of education in the hot topic of the internet.
In the interactive collection “windows on the net” on the subject of education, the content of the section on education is as follows: education in china has a long way to goEquity in educationWith regard to equity in education, what is your greatest concern? 1, where are teachers in rural areas? 2, how are poor university students able to get out of their troubles? 3, how can excessive fees be effectively curbed? 4. How is it so difficult for university students to find employment?
The title of the education section in the 2007 two-year public voice is " how to address the conflict between state public support and high school fees " , which is devoted to educational inputs and university fees.
There are seven options: when does education charge? What do you know.
The network also published the "cctv east sky iwacon mailbox" and published a programme from 6 to 15 march in which the theme of the education section was "concerning the problem of education costs." i'm sorry.
In addition, in an article entitled “the two conferences are on the way, what are the concerns of the population?” there is a line on education — “elimination of educational fees and geographical discrimination and vigilance against corruption in education”.
In the light of the above, the “two sessions” of educational hotspots, which the media considers to be “money” and “right”, “money” includes inputs, fees, etc., “right” includes schooling, employment, etc., and the other points are clearly less “hot” and marginal. There is no denying that this discussion of the two main issues of economics and equity is a matter of life for all. But why don't we think that china's biggest problem with education today is just those two questions? Are there any questions that are as important or even more important as the two questions that need to be “focused on”? The answer is certainly yes. They are not just education, they are cross-cutting issues, they are cross-cutting issues, and there are issues of their own nature that need to be explored, which is, "how to really improve."Quality of educationOf course, perhaps you would say that the solution to “money” and “right” is to solve “quality” from one side to the other. It is true, but the question of “money” and “right” has been on the table for many years now, and there are some solutions, and there is some consensus, and why not get to the core of the “quality of education” discussion?
The reason for this is that, as we know, our society is too lacking in awareness of the quality of education, or that many of us have misunderstood the question of “money” as being “money” as being the quality of education itself. It can't be said that it's the fault of a certain department or someone. It's the result of a social climate, even though there are and there are many leaders, experts, practitioners who know it, sometimes for the real quality of education. Shouting, but it doesn't affect the way society thinks.
So where should we really look at the quality of education? First, to explore what kind of talent is needed by society, that is to say, what kind of talent is needed by society today and in the future; and second, what is needed to develop the human talent at all levels of the society? Education, how schools should be run, and what kind of educational system the state should put in place in order to facilitate the development of such talent; and thirdly, what are the factors that currently militate against the development of the real talent that society needs and how should be gradually improved and overcome, among which are the most urgent reform tasks.
In fact, we look at “money” and “right” and look at “education economy” and “education equity”, which, if explored in depth and in a comprehensive manner, also touch on three of these issues. For example, with regard to industrialization in education, it is a question of “money” and it is also closely linked to access to education in the context of equity in education, which is a manifestation of the poor quality of education. But this has not reached the deeper level of education, and the unequal access to education is hidden more deeply in the specific educational behaviour of the government, schools and teachers. ... To cite a few rough examples: a class of 50 children, whose parents have given their teachers a red bag, and who have more opportunities to speak in their classroom; also from first grade to high school, students with good grades become taller or more partial because they can earn a bonus for their teachers and get a teacher's love, while those with poor grades are able to drag on the back legs of class exams, even when there is a specialty, they would have been able to avoid short-term realization of life's aspirations, but because they are chronically depressed or in a discriminatory situation, they are not able to make use of them, and they are already ill-healthy and have become a social drag
In that sentence, if the real quality of education is not clearly addressed and is not at the centre of the concerns of the entire population, it will be difficult to find the kind of highly qualified people we want, and the other problems of education will be solved by another, and we are busy. It's only half the work.
