it is believed that for everyone who has experienced the college entrance examination, those unforgettable years will be the most precious wealth in life. It is learned that the college entrance examination will be comprehensively reformed this year. For many senior three students who have been tirelessly studying in the college entrance examination, the road of the college entrance examination will be extremely difficult and full of frustrations. The reform of college entrance examination will have a different impact on them, so what are the specific measures? Follow Xiaobian to understand.
The Ministry of education is cooperating with the four provinces to study and solve the new problems of college entrance examination reform
Chen Baosheng summed up the experience of the college entrance examination reform pilot in Zhejiang and Shanghai, which affected the high school teaching reform. The two places generally adopted the mode of taking classes and selecting courses, the fixed class teaching mode was changed, and the autonomy of students was expanded. The content of comprehensive quality evaluation is added to promote the development of quality education. He said that 80% of schools in Shanghai have established innovation laboratories and more than 1800 social practice bases for students. It has promoted the reform of academic level. In the past, it was a fixed combination, but now it has become a dynamic combination.
However, he also admitted that there are also some problems in the pilot, such as how large and appropriate the students' independent course selection space is, how many courses they choose, and the pressure of students' choice will increase accordingly. How to design the difficulty coefficient of elective courses. Simple courses may face too many electives and too few difficult courses, but such courses are basic courses, which need to be strengthened. In addition, how to organize the class, how to reset the workload of teachers and how to manage the school. It's all new.
Last year, Beijing, Tianjin, Shandong, Hainan and other four provinces and cities launched the reform of the college entrance examination system, noting the problems in the pilot. Chen Baosheng said that the Ministry of education is currently cooperating with the four provinces and cities to guide them to improve their reform plans and organize forces to study and solve these new problems. In addition, Chen Baosheng said that the Ministry of education will evaluate the 17 provinces that launched the new college entrance examination reform this year. If the conditions are met, it will be approved to start. If the conditions are not met, it will be created. If the conditions are met, it will be restarted. Our basic attitude is to be realistic and not to count.
There are 86000 super large classes with 66 or more people in China
Chen Baosheng pointed out that the problem of large class size affects students' physical and mental health, affects teaching quality, and may also bring about safety problems. Large class size must be overcome and eliminated.
He said that in 2017, there were 368000 large classes with more than 56 students in China, accounting for 10.1% of all classes. It is 18.3% lower than last year. There are 86000 super large classes with 66 or more students in China, accounting for 2.4% of all classes, a decrease of 56000 classes compared with last year. The goal in 2018 is to basically eliminate the super large class size of more than 66 people. By 2020, the problem of large class size will be basically eliminated.
The specific measures include: increase degree in the city, supplement the ones with standardized school configuration but not built in the past construction community planning, and build standardized school synchronously in the new community. In rural areas, teaching centers and boarding schools should be well run. General schools should improve the quality of running schools and stabilize the number of students. High quality high school enrollment plan should be reasonably distributed in the region. The education departments of all provinces, cities and counties set up plans to eliminate large classes and establish working ledgers.
Choose 366 units to pilot modern apprenticeship system
Chen Baosheng introduced that in terms of the integration of industry and education, and the cooperation between schools and enterprises in the development of vocational education, the Ministry of education formulated and issued the guidelines for the development of talents in manufacturing industry, and decomposed the tasks designed according to departments. In order to implement the above plan, the Ministry of education has selected 344 points as the benchmark for the integration of industry and education and the cooperation between schools and enterprises. At the same time, 20 industry talent demand and professional setting guidance reports were released.
Set up three platforms for vocational education, one is vocational education activity week, which focuses on forum discussion and exchange. The second is the dialogue platform of production and education integration, in which production and education communicate with each other and link up needs. The third is the national vocational skill competition, which is held once a year.
In terms of improving the quality of vocational education, Chen Baosheng pointed out that the focus should be on solving the problems of demonstration, collaborative innovation and training base in the integration of industry and education. He said that the Ministry of education has set up more than 1400 vocational education industry groups and contacted more than 30000 enterprises. Select more than 360 schools, build a batch of collaborative innovation centers of production, teaching and application technology, and cooperate with enterprises to build more than 1440 training bases. To promote the pilot of modern apprenticeship system, 163 units were selected in the first batch for the pilot. In the second batch, 203 units carried out pilot projects. These measures are all aimed at solving the problem of the lack of "double teacher" teachers, and establishing "revolving doors" between schools and industries, between schools and enterprises, between production and education, and between schools and enterprises;.