This movie has been picked up almost on Douyin and various short video accounts. It is 90 minutes long. The basic content is not very similar to the one introduced in the short video, but it is basically the same. So sometimes I admire that these short videos can sum up a 90-minute movie well in about ten minutes, and it will attract people to watch it continuously. To be honest, just watching the short video is enough to understand the story, and basically there is no need to watch the original film.
The original film is actually a straightforward story, especially in this day when it is getting harder and harder for screenwriters to find a job, this story is simply even a little stupid. If it wasn't for the prototype school, I almost fast-forwarded through it. If the original film evaluation is basically passable, it can't be more. Giving one extra star to discuss the issues discussed in the video.
There is still a video on TED with more than 200 million views. It was once the number one video in the history of TED. The content and theme of that speech was education. His main theme is that our education is killing the passion and creativity of all students, however, he believes that people's passion and creativity should be placed in the same position and height as academic ability, and should be valued in education. That speech also seemed to be around 2004, around the same time as the film was born. It can be seen that people on the other side of the ocean began to focus on the goals and objectives of education and the methods and methods of education fifteen years ago. Fifteen years later, however, I still do not see any drastic changes in the final evaluation mechanism of education in the world. Efficiency still uses credits as the highest condition for admission, and the proportion of scores in the application is becoming more and more serious. At the same time, more social practice courses with more form than content, volunteer service experience, and artistic literacy should still be included in the scoring system through various evaluation systems such as scores and durations, as admissions. Conditional reference. And the extra ones, not only failed to realize the motivation and source of stimulating interest and cultivating creativity at the beginning, but instead became another difficulty and difficulty for children to enter famous schools. Correspondingly, based on the above evaluation system, these so-called elite schools are screening out more and more children and descendants of the so-called elite class, so as to provide them with more favorable educational resources and educational conditions, thus rejecting the There are more and more middle-income and low-income children, which makes education more divided and unfair.
The above phenomenon occurs on the other side of the ocean, and many of us on this side of the ocean are still taking the above assessment system as a beacon, and even trying to continuously increase our assessment content in order to enrich our assessment system. Little do they know, the consequences of these attempts Probably will be scary.
Why we are interested in education, that is because education is something that every one of us and every family has to face. If we still hope to have the next generation, and hope that he can find what he loves in the future, work hard for it, and even contribute to the society. But the education we face never seems to be fair. This may involve the unreasonable distribution of educational resources, the strict assessment and evaluation system, and the gap in self-quality caused by the different growth environments and backgrounds of students. But I am still very fortunate that we can take the college entrance examination together with the same test papers in a relatively equal environment, and use the same score evaluation system for admissions. Let us have a basic reference and an expected direction for education equity. Therefore, I still adhere to my attitude towards the so-called introduction of the quality evaluation system in the college entrance examination, or similar reforms such as increasing the content of the assessment, that is, I do not want these more burdens and the so-called evaluation system to increase children and parents. burden and further expand educational stratification.
So how can we do something under the existing assessment and evaluation system?
One of my thoughts has been that as a supplement to college education, our vocational and technical education needs more resources and training. On the one hand, even if we expand our enrollment and recruit countless college students in the past 30 years, we still get a national undergraduate rate of about 4%, which means that more than 90% of people have never experienced undergraduate education. . Even if we only take the number of people taking the college entrance examination, our annual college entrance examination rate for undergraduates is less than 50%. That is to say, at least half of the candidates are going to fail the undergraduate education, which means that they will not be admitted to the university. So where did these people go? Some people will say specialized education. Indeed, the purpose of many of our vocational specialized education is to educate and cultivate talents who meet the needs of relevant vocational skills, but can our existing vocational education really provide such talents?
The embarrassing situation is that the purpose of college students studying and graduating hard is to find a good job. However, when they graduate and come to social work, they realize that the skills they have learned are almost useless in the work, and all jobs require all of them. Start learning again. And can those vocational colleges provide the corresponding talents? Obviously it can't. On the one hand, the lower score is destined that their students have been judged as "unqualified" talents by society; It will be full of ups and downs in the follow-up job search. But I still think that good engineers, good technical workers, good chefs, and good artists must also come from these schools. Perhaps the next fundamental physicist will not be born among them, but it should be a possibility that the next designer or manufacturer of the chip industry will be born among them.
Therefore, I still feel that the demand for building higher vocational and technical schools is actually greater than the loudness of the slogan. And in these schools, we can really see the hope and possibility of the future. Just like Chapman University, the prototype of the movie, he doesn't have to expand blindly in pursuit of big and comprehensive. If he can really put a concept and idea through and fully stimulate the enthusiasm and creativity of children, he can also have the best in the world. film school. Too many of our ideas and slogans can't be just loud talk, and every step forward is a welcome improvement.
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