近日，深圳市教育局明确，本学期非毕业年级不组织期末统考，期末考试由各校自行组织，统一评价标尺的缺失让不少家长心生焦虑。随着深圳中小学全面 进入期末周，期末试题的创新设计与测评形式的多元变革，再度成为家长新的热议焦点。 讨论 多区创新命题引热议 家长看法分化 本学期深圳多区 期末试卷的创新命题备受关注 其中，南山区四年级语文期末试卷引发讨论。据网传内容，南山区2025-2026学年第一学期期末检测四年级语文试卷共6页，以2026年亚太经合组织 （APEC）会议特约小记者之旅为主线，引导学生完成"APEC深圳特刊"语文实践创作，答题时间100分钟。 奥一新闻记者注意到，这份语文试卷，其争议主要集中在试题数量及命题难度。 有网友称，试卷文字排版密集，阅读量太大，有孩子可能写不完。 而命题难度方面，有网友称题目超出4年级学生能力范围，难度堪比公务员行测。 但也有不少网友认为，试题不拘泥于课本知识，贴近生活，着眼于学生语言运用、思维能力等核心素养考察，符合南山倡导的素质教育导向。 与此同时，考生反馈也呈现分化：有考生觉得难，也有学生认为题目很有趣。 实际上，这并非南山区期末试卷首次受到关注。2025年1月9日，该区小学 ...

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].