Be careful when choosing to re-study

Re-study will become a hot issue for senior high school students after the results of the college entrance examination are announced. As far as Beijing is concerned, in the 2006 college entrance examination, the proportion of repeat students was 15%. Calculated based on Beijing's 70% admission rate in 2006, the number of 30% failed students was more than 33,000. If we add in the students who have already entered but requested to repeat due to dissatisfaction with the school, major, and grade, it is estimated that in 2007 The proportion of repeat students will not be lower than in 2006.

However, re-reading is conditional. Not all candidates are suitable for re-reading. Parents and candidates must make rational judgments based on their own circumstances. To repeat the study, the following conditions must be met.

First, candidates themselves have a strong desire to repeat the exam. In order to pursue a higher social and economic status, candidates are dissatisfied with the status quo and are willing to further change their lives through repeat studies. Candidates repeating cannot just be their parents’ wish. Candidates are unwilling to repeat the exam and are forced to repeat it under the pressure of their parents. This kind of repetition has the worst effect.

Second, be clear about your review goals. The so-called clear goals include two aspects: first, which colleges and majors at which level you want to take the exam; second, how far your strength is from this goal and whether it can be achieved. The goal is appropriate and can be achieved through hard work. If the expectation is too high and the gap between it and your own strength is large, the effect of repeating one year will not be very good.

Third, be clear about the reasons why your goals have not been achieved. The reasons for failure and unsatisfactory results in the college entrance examination are multifaceted and complex. Some are intellectual factors, such as poor basic knowledge, unclear knowledge network, weak subject ability, low levels of various required abilities, inappropriate learning methods, poor self-study ability, etc. Some are non-intellectual factors, such as perseverance, perseverance, resilience, and the courage to overcome difficulties. No matter what the reason is, candidates must make a serious and scientific analysis of themselves. The process of self-analysis is the process of seeing a doctor and diagnosing, while the process of rereading is the process of treatment. Only when the diagnosis is correct can the treatment be effective.

Fourth, rereading requires perseverance. The college entrance examination is a difficult test, a speed test, and a psychological test. The college entrance examination not only tests knowledge, but also tests students' various abilities: learning ability, practical ability, comprehensive ability, and also tests students' innovative spirit. Once you choose to re-study, you cannot regret it or give up halfway. You must persist to the end.

Fifth, there is potential and room for improvement. A considerable number of repeat students are not failed students, they are just dissatisfied with their results. They need the guidance of excellent teachers and have room for improvement. The effect of such candidates' repeat studies will be more obvious.

Sixth, repeating with high scores is risky. The risk of repeating exams with high scores is mainly reflected in two aspects: first, high psychological pressure, high-scoring candidates have high expectations, non-famous brands, and missed key points; second, the higher the score, the more difficult it is to rise. The total score of the college entrance examination is 750 points, of which mid- and low-level questions account for 600 points. The remaining 150 points are difficult questions. It is difficult to increase the problem score rate. Therefore, rereading with high scores should be more sensible and rational.

Three major reasons for repeating the college entrance examination

After the college entrance examination results are announced, repeating the college entrance examination will become a hot issue for senior high school students. Let me talk about my understanding of the college entrance examination repeating for the reference of parents and candidates.

The phenomenon of repeating studies has emerged since the establishment of the college entrance examination system. In the 1950s and 1960s, they were not called repeat students, but were generally called candidates with equivalent academic qualifications. That is to say, non-fresh graduates with high school graduation level could also take the college entrance examination, and were called "candidates with equivalent academic qualifications"; due to the underdeveloped economy of our country, higher education students The enrollment rate of education is low. Some candidates failed the college entrance examination, but they still want to take the college entrance examination. During this period, they are called "failed students"; soon the concept of "failed students" was derived into "past students" and "past students". It is aimed at "fresh graduates"; as society continues to develop and people's demand for education continues to increase, the concept of "repeating students" stands out. The concept of repeat students is very broad, including students who failed, including candidates who have already taken the college entrance examination but are not satisfied with their results. Some want to go to undergraduates, some want to go to a bachelor's degree, some want to be admitted to prestigious universities, and repeat students also include "three-year students". Campus student". From this point of view, the phenomenon of "non-fresh graduates" taking the college entrance examination has a long history. If we go back to the era of the imperial examination system, the proportion of "repeated students" like Fan Jin will be even higher. I have been to South Korea to investigate education. The gross enrollment rate of Korean universities has reached 50%. However, educational institutions in Seoul such as "Jonggno", "Hansol", and "Koryeo" recruit a considerable number of repeat students every year, and some Candidates cannot go to Seoul National University. Of course, this is also due to the pressure of job competition.

As far as Beijing is concerned, the proportion of students who repeated the college entrance examination in 2006 was 15%. Calculated based on Beijing’s 70% admission rate in 2006, the number of 30% failed students was 33,332. If we add in the number of students who have already It is expected that the number of students who have returned to the school but are not satisfied with the school, major, or grade and who want to repeat the course in 2007 will not be lower than that in 2006. Nationally, the proportion of repeat students varies widely due to regional differences, urban-rural differences and differences in admission rates.

The reasons for repeat reading are multifaceted and very complex. First of all, it is the result of the people's increasing awareness of education and the increasing demand for education. This is a good thing and marks a kind of progress in society.

At present, the gross enrollment rate of our country's higher education has reached 20%, which means that our country's higher education has entered the mass education stage from the elite education stage. For a large developing country, this is a great progress. A great achievement. Of course, there is still a long way to go before the gross enrollment rate of higher education in our country reaches the universal stage. The gross enrollment rate in South Korea and Canada has reached 50%, and the gross enrollment rate in the United States has reached 80%. These countries have already entered the higher education stage. The popularization stage of education. The development of education, social development, and economic development are interdependent. I believe that one day our country's higher education will also enter the stage of universalization. The increase in national demand for education is a good thing, but we must establish a view on talent structure. Society's demand for talents is multi-layered and multi-faceted, and we cannot blindly pursue high academic qualifications.

The second reason for repeating studies is employment pressure. I have been to some remote rural areas to give lectures. Only by going to college can children in rural areas change their socioeconomic status and change their lives, while children in cities can only change their lives if they have high education. Only with an academic degree can you find a way to find a job. Some employers blindly pursue higher academic qualifications and look down on college graduates. They do not require undergraduate students, but only master's or doctoral students. A friend once told me a famous saying: The teacher of the first college graduate in the world was definitely not a college student! This is a joke, but it is very philosophical. Employers should understand this truth: a good team should accommodate talents of all levels and levels!

Another reason for repeating studies is the institutional problems of colleges and universities. I have been to college, but I don’t know much about the college system, so I dare not make any unreasonable comments. The only point I will talk about here is the choice of major and the adjustment of majors. When senior high school students fill out their application form, some candidates are blind. Some of their choices are decided by their parents. Candidates are not very clear about their majors, professional courses, and professional directions. When they get to college, their interests and specialties will be completely different, making it even more difficult to change their majors. Difficulty has led to a very small number of students who have already studied in college for half a year or one year to come back to repeat their studies.

The phenomenon of re-reading cannot be simply judged by right or wrong, good or bad. Re-reading is completely a personal choice and personal behavior, and personal value orientation should be understood and tolerated. What we have to do is to tell candidates that they have multiple options after they fail: they can study IT; they can choose a career that suits them and then enter adult education and take the adult college entrance examination; they can also choose to study abroad, study in private universities, etc. We want to tell the candidates that many successful people rely on their own hard work and hard work, rather than relying on high academic qualifications.

We also want to tell the candidates that once they choose to repeat the exam, they choose to work hard and be fully mentally prepared