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Is Canceling Cognition Polyclinic Beneficial for Elementary Education in China?

Ever since college entrance examination was restored in 1977, whether should we cancel the division of students into different tracks in high school has long been discussed. In 2014, with the reform policy for college entrance examination been published, the heated debate over this matter was aroused among all sectors of society all over again.

Apparently, canceling cognition polyclinic has its own reason. Initially, generalized education, meaning complete knowledge system and broader horizons, enables students to explore in wider ranges during high school years. Also, abundant as well as complete knowledge bank at an early age, which functions as preparation for college, makes it easier for them to develop further in certain fields during higher education. Besides,as this fast-developing society calls for, versatile talents usually have better performances in their future careers. There’s no denying that all those statements sounds reasonable in an ideal educational situation. However, the practice of a policy signifies a series of changes in China not only inside the educational environment but also among numerous parents, teachers and even colleges.

To start with, forcing students to learn all the required subjects violates the inner nature between them. As a student, it’s common to have one’s own likes and dislikes during the whole learning process. Young as they may seem, they ought to have the freedom of figuring out where their interests lies in and devoting time into certain fields in an early age. The choice they made to further study in liberal-arts or science track can be regarded as a self-motivated way of planning their own study path, w hich perfects students’ abilities as well as benefiting in the long run.

Secondly, with heavy study burden and limited time at present, canceling cognition polyclinic without a doubt worsens this severe situation. In China, a large proportion of schools take up students’ exercising time as a way to keep up with other competing schools’ teaching progress, which resulted in a general decrease in middle school students’ constitution. Also, devoting too much time to pursue this so-called integrated development hinders the natural growth of students to the contrary.

Besides, the main purpose of elementary education is to cultivate high quality human resources for this society. Therefore, to foster a well-informed specialty is not the target of high schools. Furthermore, those real talented students won’t restrict themselves inside school education. That is to say, they would explore a wide range of fields regardless of those policies or exams. As a result, this policy becomes meaningless in terms of cultivating versatile students. China’s “exam-orientated education” mainly lies in its lack in pertinent criterion. So the route we must take to correct the “exam-oriented education” is settling and developing the evaluation system ordinary-college-oriented and the personnel selection system with Multiplicity Method. Only in this way can elementary education be truly developed in China.