Core Viewpoint - The article emphasizes the need to rethink and redesign the grading system in education to better reflect contemporary societal and individual developmental needs, rather than simply abolishing it [1][25]. Group 1: Recent Changes in Grading Systems - Several top-tier universities in China, including Fudan University and Peking University, are reforming their GPA systems, with Peking University announcing the cancellation of the GPA system for undergraduates starting from the 2025 cohort [2][25]. - This shift marks a significant reflection on the reliance on numerical scores and rankings in education, moving towards a more qualitative assessment approach [2][25]. Group 2: Historical Context of Grading Systems - The grading system has deep historical roots, dating back to 1785, and has evolved to become a primary mechanism for evaluating student performance in the U.S. education system [4][5]. - The grading system transitioned from a teaching tool to an organizational management tool, particularly after the establishment of the College Entrance Examination Board in 1899, which emphasized standardized grading [6][7]. Group 3: Critique of Current Grading Practices - The current grading system is criticized for promoting superficial learning and unhealthy competition among students, leading to anxiety and a focus on grades rather than genuine understanding [9][10]. - The reliance on grades has resulted in a narrow view of student capabilities, often reducing individual students to a single numerical value, which fails to capture their unique learning styles and potential [11][12]. Group 4: Need for a New Evaluation System - There is a call for a new evaluation system that emphasizes process-oriented assessment rather than outcome-based grading, incorporating elements like learning logs and classroom participation [23][24]. - The proposed system should focus on personalized feedback and growth, moving away from traditional GPA rankings to better reflect students' learning journeys and capabilities [23][24].

Group 1 - Several top universities in China are reforming their GPA systems, with Fudan University introducing a "P/NP" grading mechanism and Peking University announcing the cancellation of the GPA system for undergraduates starting in 2025 [2][3] - The shift away from traditional grading systems reflects a broader critique of the reliance on scores in education, moving towards a more qualitative assessment of student learning [2][4] - The historical context of grading systems reveals their evolution from local, personalized assessments to standardized measures that serve bureaucratic and organizational purposes in education [6][8] Group 2 - The grading system has been criticized for distorting educational practices, leading to a focus on grades rather than genuine learning, and fostering unhealthy competition among students [9][10] - The current GPA system is seen as inadequate in capturing individual student capabilities and learning styles, often reducing students to a single numerical value [10][18] - There is a growing recognition that the emphasis on grades can negatively impact student motivation and mental health, prompting calls for a reevaluation of assessment methods [13][19] Group 3 - The need for a new assessment system is highlighted, one that emphasizes process-oriented evaluation rather than purely outcome-based grading, incorporating elements like participation and collaboration [20][21] - Some educational institutions are experimenting with alternative grading methods, such as personalized feedback and mastery-based assessments, to better align with contemporary educational needs [20][21] - The reforms at Peking University symbolize a significant shift in educational philosophy, challenging traditional notions of success and the value of learning [21]

Group 1 - The core concept of Self-Determination Theory (SDT) is that motivation drives behavior, which in turn leads to outcomes that influence further motivation [1][2] - SDT identifies three basic psychological needs: autonomy, competence, and relatedness, which are essential for fostering intrinsic motivation [4][5] - The relationship between intrinsic and extrinsic motivation is complex, with external rewards potentially undermining intrinsic motivation [6][8] Group 2 - Autonomy refers to the feeling that one's actions are self-directed and chosen freely, while competence relates to the belief in one's ability to achieve desired outcomes [4][9] - Relatedness emphasizes the importance of social connections and support from others, which can enhance intrinsic motivation [4][9] - Positive feedback can be categorized into informational and controlling types, with the former enhancing intrinsic motivation and the latter potentially diminishing it [8][9] Group 3 - Intrinsic motivation is linked to creativity, perseverance, and overall happiness, making it a valuable aspect of personal development [10] - The journey to discover intrinsic motivation is crucial for self-actualization, and it requires nurturing to maintain its strength against external pressures [10]

Group 1 - The concept of "flow" was introduced by Hungarian psychologist Mihaly Csikszentmihalyi, emphasizing the balance between skill level and task challenge as essential for achieving this state [1][10] - Flow is characterized by deep immersion, where individuals feel a sense of control and intrinsic motivation, leading to enhanced creativity and productivity [9][22] - The distinction between external motivation (driven by goals) and internal motivation (natural drive towards flow) is crucial in understanding how individuals can achieve this state [2][10] Group 2 - The myth of the "genius creator" often overshadows the reality that many successful individuals faced failures before achieving greatness, suggesting that creativity can be cultivated rather than being an innate trait [4][5][7] - Repeated practice and skill development are vital for entering flow, as they create neural pathways in the brain that facilitate automatic responses during creative activities [12][17][22] - The role of sensory cues in creating an environment conducive to flow is highlighted, where specific triggers can help individuals access their flow state more easily [26][28] Group 3 - The research indicates that the brain's prefrontal cortex is highly adaptable and plays a significant role in learning and skill acquisition, which is essential for achieving flow [15][16] - Studies show that expert musicians may perform worse under certain brain stimulation conditions, while novices benefit, indicating the different ways in which skill levels interact with flow [19][20] - Establishing a routine and creating a "cue-scape" can help individuals prepare for flow experiences by associating specific environments or actions with the flow state [28][32]

Group 1 - The core theme of the articles revolves around the quest for self-discovery and personal growth in a challenging economic environment [1][2][3] - The concept of "becoming oneself" is discussed as a potential aspiration rather than a guaranteed reality, highlighting the lack of passion in many individuals' lives [2][3] - The idea of "real self" is critiqued as a potentially misleading notion, suggesting that individuals should focus on becoming their "possible self," which is shaped by choices and external interactions [3][4] Group 2 - The pursuit of becoming a better self does not necessarily equate to rejecting societal norms or compromising on practical skills; rather, it involves finding a balance between personal growth and professional success [4][5] - The notion of "work" is expanded to include various forms of personal and professional projects, emphasizing the importance of a "work-oriented" mindset in life design [4][5] - The articles advocate for a proactive approach to personal development, suggesting that learning and growth occur through active engagement rather than prolonged preparation [5]