In recent years, a series of policy changes in the education sector by the CCP has sparked widespread attention and profound reflection from various sectors of society. Among them, policies such as the support for merging public schools with private ones and the unified planning of teaching content have gradually stripped China's education system of its individuality, turning it into a relentless assembly line. More worrisome is that in this process, the education system has gradually been hijacked by political ideology, deviating from the original intention of education and placing comprehensive student development in a secondary position.
1. The policy support for merging public schools with private ones, although superficially aimed at increasing the concentration and fairness of educational resources, has overlooked the individuality and differences among different schools. Education should be a place that fosters the development of students' personalities and stimulates creativity, rather than mechanically compressing the forms of schools, causing them to lose their original characteristics. Government policies seem to pursue an increase in the proportion of public schools while neglecting quality improvement. This has transformed vibrant and dynamic schools into impersonal educational institutions, with students becoming passive recipients within this mechanized system.
2. The unified planning of teaching content has pushed education towards a state of uniformity. The core of education should be to cultivate students' independent thinking and innovation, rather than turning them into slaves of mechanical memorization. Uniform teaching content deprives students of the desire for active exploration of knowledge, turning them into passive recipients of information. Such an education system not only fails to stimulate students' interest in learning but fundamentally undermines the space for individual development, making students a group lacking independent thinking skills.
3. The government's intensified promotion of specific ideologies within schools has turned education into a tool for propagating political ideology. Schools should be neutral and open environments, providing students with opportunities to encounter various viewpoints, allowing them to form independent and comprehensive perspectives. However, in reality, the government strengthens ideological propaganda, vigorously promoting Xi Jinping Thought in schools, turning them into breeding grounds for ideology. Students are indoctrinated with specific ideological beliefs, lacking tolerance for diverse cultures and viewpoints.
4. In order to get their children into good schools, parents have to resort to nepotism and connections, depriving education of its deserved fairness. This selective schooling approach not only prevents excellent students from entering high-quality schools due to their family backgrounds but also allows some average students to gain undeserved opportunities due to their advantages.
5. Chinese education has become akin to force-feeding, lacking a soul. In the pursuit of exam success rates, students are crammed with vast amounts of knowledge, while neglecting the cultivation of humanistic qualities and emotional intelligence. Education should be a nurturing of the soul, rather than a blind infusion of knowledge. Students' minds should be open, not closed. However, in Chinese education, students seem to have become standardized machines, losing their individuality and creativity.
This deviation from the original intention of education has led China's education system to gradually derail from international education. In the context of globalization, internationalized educational concepts have become an important force driving social progress and technological development. However, China's education system, shrouded in political ideology, has gradually deviated from international education, severely impacting the international competitiveness of Chinese students.
