“每个学生一张课表”：应试教育正被优化

Core Viewpoint - The core of educational reform should focus on shifting from a system that prioritizes scores to one that emphasizes personal development and student engagement, as highlighted by Gu Mingyuan at the China Education Thirty Forum [2] Group 1: Educational Reform Perspectives - Gu Mingyuan emphasizes the need for three major shifts in education: from "teaching" to "learning," from "score-oriented" to "person-oriented," and from passive to active learning, with the starting point being the stimulation of student interest [2] - Jiang Li from Stanford University argues that in the AI era, skills are more important than scores, which contradicts the traditional emphasis on academic credentials in East Asia [3] - The traditional education system creates a fundamental conflict in thinking, as students with high scores may lack practical experience, making them less competitive in the job market compared to those who engage in real-world challenges [4] Group 2: Innovative Educational Practices - Beijing First Experimental School has implemented a curriculum that organizes subjects around core competency goals, allowing students to focus on one goal every six weeks and providing opportunities for personalized learning paths [7] - Beijing Dongfanghong School has created a "Conscience Class" aimed at disengaged students, focusing on self-discovery and well-being rather than solely on academic performance [8] - The emphasis on student well-being and personal development is echoed by the principal of Beijing Dongfanghong School, who believes that the focus should shift from merely achieving high scores to caring for students' mental health and interpersonal relationships [9] Group 3: Future Directions in Education - The need for diverse thinking and practice is highlighted, with a call to reduce academic pressure and create meaningful learning experiences that foster intrinsic motivation [10] - Suggestions for high school entrance examination reforms include allowing universities to develop admission criteria based on their unique needs and giving different weights to various subjects, promoting a more diverse educational landscape [10] - Gu Mingyuan advocates for dual innovation in teaching methods and structures, emphasizing inquiry-based and project-based learning while implementing modular courses to respect individual student strengths [11]