Chongqing can go to ordinary high schools. This topic has attracted wide attention from all walks of life. On the surface, this model greatly simplifies the enrollment and examination procedures, but in fact, many problems are hidden. This article will discuss this topic from the aspects of students' rights and interests, educational fairness, quality evaluation, etc.
1 Student rights
Generally speaking, if schools have a cash system for education, they should give priority to the rights and interests of students. It includes how to ensure that ordinary high school students and ordinary high school students enjoy the same resource allocation, how to ensure the quality of teaching and provide students with diverse choices.
2 Education equity
Every child should have a fair opportunity to receive education, which is the core idea of education fairness. However, ordinary high schools that pay will lead to children with poor family financial conditions losing the opportunity to receive education fairly. In this case, how to establish an effective subsidy mechanism to ensure that all students have the same opportunity to participate in learning? This is a problem that needs attention.
3. Education quality evaluation
Good educational achievements should be composed of students' ability, quality, moral quality and other factors. However, ordinary high schools can only pursue cost performance, and ignore the comprehensive evaluation of education quality. So, in the learning environment, is an effective monitoring mechanism to ensure the quality of education services? This is a very important issue to consider.
4 Social concerns
As a new mode of enrollment and examination, ordinary high school has been widely concerned by the society. However, this model is not feasible in the long run. Its essence is to abolish the enrollment and examination system, so that examinees and parents fall into greater uncertainty and unfair treatment. Under the social background of decreasing demographic dividend and new energy generation, ordinary high schools should establish a more long-term and stable system to cope with the increasingly complex social and educational situation. Social needs are very important.
5 Diversified options
Every child has different learning needs. Some are suitable for holding a ladder in school, while others need proper guidance from parents. Therefore, parents should choose more learning methods and resources to ensure diversified learning choices. In addition, it is also necessary to establish a scientific evaluation mechanism to ensure that individual capabilities and development are accessible.
6 Funding mechanism
The funding mechanism is very important. Charity donation, tuition fee reduction, education aid, etc. are all very feasible ways of funding. However, how to ensure fairness and transparency is one of the most important issues.
7. Education quality supervision
How to ensure the quality of general higher education involves many problems. On the one hand, the construction of talent team, including teachers and management team, must establish an effective talent echelon to ensure the controllability of quality. On the other hand, we should pay attention to the establishment of peripheral supervision mechanism and long-term education supervision mechanism.
8 Transparency
Transparency is very important, involving the trust between schools and parents, education departments and government agencies. The school needs to establish a transparent system. How to clarify the channel, use method, accounting and disclosure of student funding amount are important issues that need attention.
9 Summary
The general high school model provides another choice for parents and candidates, but the problems behind it are increasingly exposed. Taking into full consideration such factors as students' rights and interests, educational fairness, and educational quality, we should establish a reasonable subsidy mechanism and supervision system to make ordinary high schools gradually evolve into a "rule game", which is not only conducive to educational fairness and development, but also not conducive to the specific realization of students' rights and interests and national interests.
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