In Li Zhongxin's cognition, what a good article brings to people may not be just the thoughts the author tries to show, but also the different thoughts derived from the vast number of readers, including the marking teachers and reference students.

There are a thousand Hamlets in a thousand readers. It is not the only one called the standard answer that can be made.

What a "Dream of Red Mansions" wants to express is that because the last forty chapters are missing and there is no standard answer, I don't know how many excellent versions of the excellent interpretation have appeared in more than two hundred years, which has made the blooming of the research of Redology today.

At this time, Cao Xueqin's original intention may not be the most important. The various precious thoughts derived from half of the "Dream of Red Mansions" and the positive impact on society achieved through this have long exceeded the significance of the work itself.

In addition to basic knowledge, learning Chinese should not just be rigid and rigid fixed answers, especially in composition and reading comprehension, but also in order to make some changes, otherwise it will solidify students' original active thinking.

The creative intentions introduced based on the author's historical background and life experience may not be the only one. It is necessary to leave a way out for ideas beyond the standard answers. This is indispensable for the development of literary literacy, personal imagination, creativity and literary character.

After all, what we need is talents with divergent and active thinking and active creativity, rather than a unified model with an assembly line.

Of course, this is not easy. The lack of reading comprehension of a single standard answer will largely result in different evaluations due to the different marking teachers. You must be cautious, but the way to assess literary quality has always been a big question of the times. It is better to try to solve it than stick to the rules.

In American schools, in addition to guiding students to understand and master the correct answers consistent with teachers, the teaching method also gives students free space to imagine and explore potential answers that are not unknown to teachers and students but objectively exist.

In China, except for a few talents who do not need to look at the college entrance examination scores, the rest are based on the college entrance examination scores as the most important only criterion for admissions.

But American students take at least one of the various exams every year. One mistake is enough, but two mistakes are understandable...

Therefore, these test scores can be used as very important admission and admission considerations.

Li Zhongxin always feels that for a long time, basic education has been alienated into exam-oriented education under the severe interference of the one-sided pursuit of the admission rate.

This alienation gradually distorts the essential attributes and basic characteristics of basic education, deviating from the basic laws of education and teaching, and to a certain extent destroying the order and norms of education and teaching, leading to the one-sided or abnormal development of students' qualities.

Li Zhongxin felt that our Chinese government should have such a thinking: to learn some good things in foreign education and to eliminate some bad things in Chinese education.

Just like the quality education proposed by later generations, this is something that Li Zhongxin has always wanted to talk to the national leaders.

Quality education! According to the later generations of our country, it is an education with the fundamental purpose of comprehensively improving people's basic qualities, respecting people's subjectivity and initiative, based on human-oriented personality, focusing on developing people's wisdom potential, and focusing on forming people's sound personality as the fundamental feature.

Quality education is a practical need for social development, and we must achieve the purpose of allowing people to correctly face and deal with all things and phenomena in their social environment.

In this era, the knowledge economy has already shown signs. The competition for science and technology, economic competition, especially the competition for talents around the world is becoming increasingly fierce. The strength of national strength is increasingly dependent on the quality of workers and the quality and quantity of various types of talents. Education occupies a basic position in the formation of comprehensive national strength and assumes the important task of cultivating high-quality talents.

Faced with the challenges of the knowledge economy, the current education has a big gap in system, structure, talent training model, teaching content, and teaching methods with the cultivation of innovative talents needed for modernization construction.

Constrained by the idea of ​​exam-oriented education, many schools still have the problem of one-sided pursuit of admission rates, excessive academic burden, only attaching importance to intellectual education, and ignoring other aspects of education, which affects the comprehensive development of Chinese students.

In fact! In Li Zhongxin's mind, there is always an idea that the Chinese government should conduct a decentralized teaching, which will be the same at any time. It is impossible for all students to go to college and become college students. A considerable number of students will lose in high school or junior high school.

What about these students! The country should vigorously develop professional courses in technical schools that have already been trained in. As long as you graduate from this major, you can become a normal technical job.

Although China's technical schools and some chef training schools are everywhere, there is no way to learn much real technology in such schools. What Li Zhongxin hopes is that China's education can improve the overall abilities of this part of the students, rather than an assignment that students don't like after class.

Training schools like Li Zhongxin and others have already opened in the early years mainly train service personnel who go abroad to work. These service personnel can be officially started working in about half a year, rather than taking some homework and exams designed by some technical schools in the middle of the school.

The chefs in training are similar. As long as they can be connected with basic skills, they can cook independently using the stovetop, learn pastry to learn pastry, and specialize in cooking, and make a single and skillful thing. They can basically graduate from a training school in half a year. The rest are basically the old generation of new and old service staff and chefs to take them for a period of time, and then they can take up their jobs independently.

Of course, these things have certain limitations, but! If you can train some personnel who do not require too many technical professionals in this model, it will be basically enough.

Instead of wasting countless manpower and material resources, they would run a full-time training school, learn basic cultural courses, and learn things that they would not be able to use at work in the future.

It’s like the lack of assembly line workers in factories. Does such workers need such good education and learn so many cultural courses? Of course, the answer is not needed.
Chapter completed!