专家：不能让80%学生为20%精英陪跑

Core Viewpoint - The core argument of the article emphasizes the need for educational reform in China, shifting from a focus on grades and exams to fostering student interest and active learning, as highlighted by Gu Mingyuan, a prominent figure in education reform [1]. Group 1: Educational Reform Perspectives - Gu Mingyuan advocates for three major shifts in education: from "teaching" to "learning," from "grading" to "nurturing," and from passive to active learning, stressing that student interest is crucial for effective learning [1]. - Jiang Li from Stanford University points out that in the AI era, practical skills and innovative thinking are more valuable than traditional academic performance, which is often misaligned with the needs of the job market [3]. - Ni Minjing, a member of the National Committee of the Chinese People's Political Consultative Conference, argues that overcoming misconceptions about education is essential for fostering innovation and that being an "excellent learner" does not equate to being an "outstanding innovator" [3]. Group 2: Innovative Educational Practices - Beijing First Experimental School has implemented a 15-year continuous education system, dividing each semester into three segments focused on core competency goals, allowing for personalized learning paths [6]. - The school integrates subjects into five major fields and employs a collaborative teaching approach to ensure alignment with competency goals, breaking down traditional subject barriers [7]. - Beijing Dongfanghong School has created a "Conscience Class" aimed at disengaged students, focusing on self-discovery and well-being rather than solely academic performance [8]. Group 3: Addressing the Challenges of Traditional Education - Ni Minjing emphasizes the need for diverse thinking and practical experience in education to bridge the gap between theoretical knowledge and innovation [10]. - The article discusses the importance of high school entrance examination reforms, suggesting that universities should develop admission criteria based on their unique characteristics and the specific needs of different disciplines [10]. - Gu Mingyuan calls for a dual innovation in teaching methods and structures, advocating for inquiry-based and project-based learning while implementing modular courses to respect individual student strengths [12].