Core Viewpoint - The core of educational reform should focus on shifting from a score-based system to a more holistic approach that emphasizes student interest and active learning, as highlighted by Gu Mingyuan, a prominent figure in Chinese education [1] 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 [1] - Experts at the forum discussed the importance of fostering student interest as a starting point for effective learning [1] Group 2: Challenges of Traditional Education - Jiang Li from Stanford University pointed out that in the AI era, skills are more important than grades, which contradicts the traditional emphasis on academic performance in East Asia [3] - The traditional education system may lead to a fundamental conflict in thinking, as students with high grades may lack practical experience, making them less competitive in the job market [3] Group 3: Innovation and Practical Learning - Ni Minjing, a member of the National Committee of the Chinese People's Political Consultative Conference, stated that overcoming the misconception that "excellent learners" are synonymous with "outstanding innovators" is crucial for educational transformation [4] - Zheng Quanshui, an academician, highlighted that the pursuit of "excellence" often creates a comfort zone that hinders true innovation and exploration of the unknown [5] Group 4: New Educational Practices - Beijing First Experimental School has implemented a modular curriculum that allows students to focus on core competency goals, promoting personalized learning paths [7] - The school has integrated subjects into broader fields and established a collaborative teaching mechanism to ensure alignment with competency goals [8] Group 5: Addressing Student Needs - The "Conscience Class" at Beijing Dongfanghong School aims to support students who are disengaged from traditional learning by focusing on self-discovery and emotional well-being [8] - The emphasis on caring for students' mental health and interpersonal relationships is seen as essential for future education [9] Group 6: Assessment and Evaluation Reform - There is a call for deeper reform in the college entrance examination system to allow for diverse evaluation methods that reflect different talents and interests [11] - The need for a more flexible and scientifically grounded assessment system is emphasized to provide equitable opportunities for students with varying abilities [11] Group 7: Teaching Methodology and Structure - Gu Mingyuan advocates for dual innovation in teaching methods and structures, promoting inquiry-based and project-based learning while implementing modular courses [13] - The ultimate goal is to respect each student's unique strengths and return to the essence of education, which is nurturing individuals [13]

Core Viewpoint - The current practice of compulsory education is increasingly focused on producing "tools" that meet external standards rather than nurturing well-rounded individuals with thoughts, dignity, and values [1][9]. Group 1: Issues in Education - Over 99% of students' essays indicate a pervasive "tool-like" perspective, where children see themselves as means to achieve external expectations rather than as individuals with intrinsic value [2]. - The writing of students often reflects a dependency on external validation, with achievements being celebrated only when they align with others' expectations [3][4][5][6][7]. - The absence of a "subjective self" in students' writing highlights the deviation from the fundamental goals of education [8]. Group 2: Causes of "Self-Toolization" - The cognitive development stage of children limits their self-concept, leading them to rely on external authority for validation [10]. - The current education system emphasizes highly externalized evaluation standards, equating children's worth with their academic performance [11][12]. - The reward systems in schools and families reinforce these external standards, shaping children's writing tendencies to please authority figures [13][14]. Group 3: Societal Influences - Societal expectations and adult values permeate compulsory education, focusing on external achievements and compliance rather than internal feelings [15][16]. - Children's emotions are often dismissed or criticized, leading to a suppression of their true feelings and a reluctance to express themselves authentically [17]. Group 4: Consequences of "Self-Toolization" - Children develop a habit of "pleasing others," losing touch with their authentic selves, which can lead to a mindset of self-denial and a need for external approval [19][20]. - The emphasis on standardized answers stifles creativity and critical thinking, as children fear deviating from established norms [21]. - Emotional capabilities become distorted, with children expressing only socially acceptable feelings while repressing genuine emotions [22]. Group 5: Recommendations for Improvement - Educators and parents should encourage diverse expressions and stimulate independent thinking through open-ended questions and discussions about self-identity and values [27][30]. - Redefining success to focus on the learning process and personal growth rather than just academic performance can help children appreciate their unique journeys [30][31]. - Creating a safe psychological environment where children can express their true feelings without fear of judgment is essential for fostering authentic self-expression [35][36].