In the morning, I saw a speech by Professor Liu Yunshan of Peking University School of Education. Professor Liu and her team interview 30-50 Peking University undergraduate graduates every year and invite them to share their growth experiences and thoughts about the future. Sure enough, many of these students who have been called \”academic masters\” since childhood have the experience of \”learning ahead of their time\” in primary and secondary schools. Professor Liu believes that “learning ahead of time” has both benefits and costs. The sweet thing is: because the student who is \”learning ahead\” is ahead of the curve, while others are still learning new lessons with trepidation, he has already started reviewing, so he often performs well in school in each subject, so he gets positive feedback and continues to the next round of \”learning ahead\” \”. The price is: obtaining these benefits is very dependent on the problem-solving ideas of the training institution. It neither has an in-depth understanding of knowledge nor the ability to draw inferences from one example. In short, \”advanced learning\” can indeed improve people\’s performance, because they spend more time, learn to understand the routines of the questions, and figure out what the \”answer\” the questioner wants is, etc. These children are more inclined to pursue certain answers in their future lives. Because in their previous learning experiences, they have formed the view that they attach great importance to \”standards\” and \”certainty\” questions and there are always so-called standard answers. Mastering knowledge is not the most important thing, but trying their best to write \”standard\” answers. . They pursue certainty more, and \”uncertainty\” makes them panic and anxious. Among the students interviewed by Professor Liu, there was a classmate like this: The classmates around her had gained a certain understanding of the social industry through active social practice during college, but she still lacked it. The only solution she knew was to study, so she was obsessed with various examinations and further studies, but she was at a loss about her future work and career plans. 2. Good at solving problems but not good at asking good questions. Students are more able to \”answer questions and solve problems that have been given by others\”, but have difficulty asking good questions. Because their relatively successful learning experiences in the past were obtained through deliberate practice day after day, year after year, they are used to solving problems within the framework of others, but rarely step out of the framework to examine whether the problem itself is worth? 3. Care very much about other people’s evaluations. Reviews are important. From childhood to adulthood, all kinds of tests are actually evaluations. Various evaluations may affect a student\’s further education and even future life development opportunities. So these students deal with various evaluations carefully. Will this make children care too much about what others think? 4. Pay attention to your input-output ratio. In short, he is more impatient. If you don’t see results in the short term, you will quickly change direction. But countless successful cases tell us that success requires long-term study, a little fearlessness, and a little idealism of wanting to get things done well regardless of the cost. When a student starts to calculate how many grades he can produce by investing time, can he really love studying? Professor Liu’s research is very profound and resonates deeply with me. Although I am not very talented and did not graduate from a prestigious school such as Peking University, I have always been a \”good student\” in school and I seem to be pursuing the so-called optimal solution when making many choices, whether it is work or love and marriage. Me tooAfraid of uncertainty and eager to have standard answers, just like in exams. I also prefer answering questions to asking them – isn\’t that always the case in exams? When I was confused about the future and didn’t know what to do, I started to “study” subconsciously, just like the classmate interviewed by Professor Liu – “I don’t know what to do, but I know subconsciously that I will always get good grades. That’s right.” Perhaps these mindsets are also a by-product of exam-oriented education in schools over the past many years. Now, after having some life experiences, I suddenly discovered: In life, there is really no need to pursue the so-called right choices and optimal solutions. Because things will change. The difficulties and disadvantages that scare you away from starting today may no longer exist or even become advantages tomorrow. Being too obsessed with SWOT analysis may delay your opportunity and your life. At the same time, successful people are determined. When they decide to do something after preliminary analysis, they will overcome all difficulties and stick to it. It is normal to encounter difficulties along the way, but at this time they are thinking about \”how to solve the difficulties\” rather than \”should this thing be done at all.\” If they weigh the pros and cons too much, their will will be worn away. Once you start doing it, the only option is \”how to make it the best it can be.\” Only with a strong will can you be invincible. When I realized, it turns out that life is really not like an exam paper with correct answers, and my life became easier and less anxious. I think this is how we educate our children today. Of course, most of our children are still busy on the road to exam selection. Rather than focusing on whether the child answers the questions correctly and gets high scores during the exam, we should pay more attention to his views on specific questions, his level of knowledge, and his way of thinking. Wait; of course, you also need to tell him that the so-called \”correct answer\” is only the opinion of some teachers. As for whether this is correct and standard, it is really not certain. I believe that children must weaken their superstition of the so-called standard answers so that they can have their own unique and wonderful life experience. I hope that my children’s learning life will be a rich and colorful life experience; not an exam machine. And you?
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