Is China Education Pursuing Scores or Ability?

What exactly does the score represent? This problem is rarely discussed further. For students, some teachers and parents think that grades represent the state of students' learning level in the class, because each student's ranking can be arranged according to scores, and the ranking can reflect the position of the student in the class, which can be excellent, average or poor. Some teachers and parents think that grades represent students' mastery of knowledge points. For example, in an exam, students with 80 points must master knowledge better than students with 60 points. Some people think that the two are consistent, so grades can not only represent students' mastery of knowledge but also represent students' learning level. If you think about it further, since the grades can not only represent the students' mastery of knowledge, but also represent the students' learning level, is it the same for students with the same grades in the same exam in the class? They have the same level? I'm afraid it's hard to decide: it may be the same or different. It depends on whether they have the same knowledge points. For teachers, many laymen think that grades represent teachers' teaching level and professional ability, or teachers' working attitude. If we think about this question further, since grades can represent teachers' working ability or working attitude, will teachers with the same grades have the same working ability or working attitude in the same exam? -this is still a problem that is difficult to draw conclusions. Working ability and working attitude can be mutually transformed and compensated to a certain extent, depending on whether the starting level of their classes is the same. As can be seen from the above, it is unscientific, unreasonable and not specific to evaluate teaching quality only by grades. This kind of unscientific, unreasonable and unspecific is mainly manifested in the following aspects: first, evaluating the teaching quality by grades, misleading teachers and students to pursue grades unilaterally, and then ignoring moral, intellectual and physical education, especially life education. The evaluation function of grades is that all the teaching achievements of teachers and students are contained and replaced by an abstract score, which naturally leads the purpose of teaching and learning of teachers and students to the misunderstanding of pursuing grades. This kind of thinking becomes the direct motivation of teaching, while real cognition and mastery of skills become the means to obtain results, and withdrawal becomes the indirect factor. This evaluation method is that education and teaching have changed from teaching to educating people, only pursuing achievements without considering ability. Secondly, evaluating teaching quality with grades increases students' learning anxiety and causes tension between teachers and students. Performance evaluation is actually a competitive mechanism, which can stimulate teachers and students' strong self-esteem and self-improvement, help mobilize their enthusiasm for work and study, and stimulate their enterprising spirit. However, if teachers and students are often in a state of competition, and the results of competition are directly linked to rewards and punishments, teacher recruitment and dismissal, and performance pay, how can the psychological burden of teachers and students not be heavy? Under this competitive mechanism, the learning burden imposed on students by teachers is artificially increased, which greatly reduces students' activity time, increases students' learning anxiety, and even develops from fear of learning and exams to hatred of the makers of learning and exams. In addition, under this phenomenon, some teachers regard grades as a shackle to subdue students and increase learning tasks as a means to manage students. How can we make the relationship between teachers and students not tense? Third, the pressure of public opinion caused by performance appraisal is the initiator of some vicious incidents in the pure land of schools. According to Sanqin Daily, two vicious incidents occurred in a normal primary school in Henan. One is because the students didn't finish their homework on time, and the teacher used the brazier to "barbecue lazy oil", which led to edema and inflammation of the buttocks and scrotum and local skin necrosis; The other is because the student didn't finish his homework, and the teacher led the class to slap the student in the face, which made him deaf. In addition, it is not uncommon for schools to fight after exams because they don't help cheating. From this perspective, evaluating the quality of teaching with grades is tantamount to destroying the souls of teachers and students. 4. There are many factors that determine grades, which not only depend on the personal situation of teachers and students, but also depend on the work and study of other reference teachers and students. For example, in the provincial and municipal competitions of the same subject, the participating students are all top students selected by each school, and their tutors are undoubtedly excellent teachers of each school. Even if some students don't get good rankings and good grades in the competition, we can't say that they are poor students, nor can we say that their tutors have problems with their work ability and work attitude. V. Evaluating the quality of teaching with grades You know the flexibility of teaching, which is especially obvious in elementary education. Many teachers sacrifice their rest time and even holidays, students' activity time, and even "irrelevant courses" such as sports, music and beauty for their grades. They spend a lot of time instilling knowledge into students, urging them to check the reading results of dead books, and in order not to teach students how to learn, they condense the original colorful teaching activities into just "indoctrination". Students in Grade One and Grade Two in primary school have memorized a lot of counseling materials-pathetic! 6. In the elementary education, more and more supernumerary students are "fermented". As the name implies, "supernumerary students" are not included in the preparation of classes, normal teaching management and examination evaluation. Along the way, how to talk about Liu Pu, how to talk about Pujiu and how to talk about Gaopu? Seventh, performance evaluation leads to the wave development of some teachers' disciplines. Some teachers' working ability is not strong and their working attitude needs to be recognized. In order to get grades, these teachers focus on the key content of the exam. They don't even need students to understand all the knowledge, but only high-definition exam content. Of course, it is more difficult to avoid the actions of people who guess, buy and ponder the questions before the exam, and there is also a tendency to detect and buy questions from the examination organization department. These phenomena show that there are some unreliability and errors in the results. To sum up, the author thinks that achievement is only a means to collect quantitative information in evaluation. If abused, it will violate the inevitable law of education and teaching development and do more harm than good.