introduce

1998 since I returned to China, I have traveled all over the campuses of almost all well-known universities in China, contacted thousands of department leaders, professors and lecturers working in the front line of teaching and research, and had full exchanges with more enthusiastic college students through lectures, seminars, online forums and emails. Whether in Microsoft Research Asia, Microsoft Headquarters or Google China Engineering Research Institute, I am always excited by the youth and vitality on campus. High flyers from Tsinghua, Peking University and other schools can always make my team succeed one after another under the interaction of passion and wisdom.

Colleges and universities in China cultivate a large number of intelligent and capable talents every year. As the manager of the R&D team of multinational enterprises, I am deeply grateful for this. But at the same time, I also see that there is still a big gap between the overall teaching quality of China University and the first-class universities in Europe and America. The inevitable employment pressure is becoming more and more obvious after the enrollment expansion in colleges and universities, and the gap between the recruitment demand of enterprises and the actual experience level of graduates is gradually increasing ... As a China person who cares about the education development in China and is determined to help the vast number of young students, I will never feel the severe challenges faced by China University in the new century.

I feel obligated to write a letter to the administrators, teachers and students of universities in China, telling them some ideas about teaching reform and personnel training that I have learned from the previous practice of scientific research, teaching and R&D management. On the one hand, it can be shared and discussed with teachers and students who are enthusiastic about China's education, and on the other hand, it can be used as a reference for managers or decision makers to formulate, improve or implement relevant plans.

Undoubtedly, many existing problems need capital, policy and even ideological breakthroughs to solve. To quote my friend Mr. Ling Zhijun: "Since we can't change education, let's change our view on education." On his basis, I would like to add, "If everyone's views on education change, then the change of education will not be far away". Although I hope this article can bring some progress to education in China, I am satisfied as long as it can arouse some discussion, enhance some understanding and change some opinions.

Universities should listen to the needs of "customers"

For a modern enterprise, the most important thing is to listen carefully to the needs of customers and design and develop products that are truly welcomed by customers. In today's world where opportunities are fleeting and the environment is changing rapidly, enterprises that don't know how to listen to customers' needs and can't respond quickly to changes in the market environment will never find their own development space.

For a university whose mission is to train 2 1 century talents, it is equally important to listen to the needs of "customers". In my opinion, modern enterprises distributed all over the world are the most important "customers" of universities, because these modern enterprises have the most urgent and intense demand for talents.

The purpose or value of establishing a university lies not in how many students and benefits it has won, but in whether it has cultivated talents that are really useful to society and whether it has obtained scientific research results that can really promote social development and progress. In this sense, whether a university can satisfy its "customers" by cultivating talents and transforming scientific research achievements is an important symbol of whether a university can truly realize its own value.

If we can't fully listen to the demand of enterprises for talents in the 2 1 century, and if we can't open our doors to receive information about the development of science and technology and the flow of talents around the world, it will be difficult for our universities to undertake the mission of delivering qualified talents to the society. This is because:

The world is changing, the industry is changing, the concept is changing, and the technology is changing. In emerging fields such as IT, Internet, communication, biology and nanotechnology. The technological change once every five years may rewrite the technological course of the past 50 years or even 100 years. In these fields, enterprises are often ahead of universities. Colleges and universities should not only keep up with the pace of industrial development as soon as possible with an open mind and abundant vitality, but also become pioneers in guiding the direction of technological development in scientific research.

Compared with world-class universities, there is still a big gap in the overall teaching quality of Chinese universities. Facing the competition for high-quality students from universities in Europe, America and even Hong Kong and Taiwan, mainland universities must keep up with the industrial demand and the world advanced level as soon as possible.

The progress of education in China in the past few decades is obvious to all. However, the fastest growing universities are all top universities, and only a few top high flyers can have a competitive advantage in the world talent market. However, on the average, universities in China are still unable to train enough qualified talents to meet the general requirements of enterprises, and there is a great "talent gap" between China and the world.

With China's entry into WTO and the further development of education reform, as well as the recent changes in visa policies in developed countries such as the United States, foreign universities have begun to enter the education market in China in various ways, such as enrolling foreign students, cooperating in running schools and setting up training institutions, and the number of joint ventures and private universities is also increasing. Regardless of public or private schools, colleges and universities are facing unprecedented fierce competition in terms of students and markets. In order to gain competitive advantage, colleges and universities must fully understand the market environment and find their own positioning and characteristics in the direction of talent training.

◇ In recent years, with the social effects of college enrollment expansion gradually emerging and the influence of other related factors, the problem of college students' employment difficulty has become more and more serious. The expansion of university enrollment is a good thing, which can improve the national education level more quickly, but we should also pay attention to two issues: first, whether the limited teaching resources of colleges and universities can support the expansion of university enrollment and ensure that every student enjoys high-quality teaching services; Second, while a large number of graduates can't find jobs, there are also many excellent enterprises that can't recruit enough qualified talents. This contradiction is far from the difference between supply and demand.

In other words, in order to effectively improve the teaching quality of colleges and universities and truly cultivate qualified talents that meet the needs of enterprises, colleges and universities should listen more to the voices from enterprises and learn more about what kind of talents enterprises need in the 2 1 century.

Customer demand: 7 kinds of talents that enterprises need most in 2 1 century.

In today's fast-developing world, more people have the right to choose and make decisions, more people need to improve themselves through continuous learning and innovation, and more people have enough space to display their talents and ambitions ... Most people's work is no longer repetitive mechanical labor, nor is it a single-handed invention. People need more independent thinking and decision-making, and people also need to communicate and cooperate with others more closely.

In the 2 1 century, what modern enterprises need most is not only individual excellent talents, or talents with certain characteristics in a narrow sense, but talents who can fully meet the needs of competition in the 2 1 century and have sufficient potential and cultivation in personal quality, knowledge and experience, cooperation and communication, innovative decision-making and so on. If we make a simple comparison between the characteristics of talents needed by enterprises in the 20th century and the requirements of enterprises for talents in the 20th century 2 1, we can roughly get the following comparison table:

This does not mean that the qualities of talents such as diligence and sureness, which were emphasized in the 20th century, are no longer important. In fact, the demand for talents in the 20th century will also be based on these basic personal qualities and codes of conduct. However, the demand for talents in 2 1 century is more comprehensive and abundant, and the perspective of inspecting talents has also changed from a single individual level to a three-dimensional perspective integrating individuals, teams, organizations, society and even the environment, covering learning, innovation, cooperation and practice.

Today, the method and direction of training talents in Chinese universities mainly stay in training "talents needed in the 20th century", but can't train "talents needed in the 20th century +265438" well. To sum up, the talents needed in 2 1 century have the following seven distinct characteristics:

◇ Mastery: It is not enough to study hard today. Because the best enterprises need talents who not only have rich knowledge, but also have the ability to think and solve problems independently, are good at self-study and self-study, can flexibly apply what they have learned to life and work practice, and know the truth of doing things and being a man.

◇ Combination of innovation and practice: Fundamentally speaking, value comes from innovation, but innovation can only play its greatest role if it is combined with practice. The tendency of "innovation for innovation's sake" is the least desirable. On the contrary, in the process of practice, we should not be limited to repetitive work, but should always keep in mind innovation, promote practice with innovation, and guide practice with innovation. Only in this way can we continuously develop excellent products.

◇ Interdisciplinary comprehensive talents: 2 1 century is a century of integration and mutual promotion of various disciplines and industries. Modern society and modern enterprises not only require us to have deep attainments in a certain major, but also require us to know and even be familiar with the knowledge of related majors and fields, and be good at combining skills from two, three or even more fields and comprehensively applying them to specific problems.

◇ Three quotient heights (IQ+EQ+SQ):2 1 century enterprises emphasize comprehensiveness and balance. Whether a person can succeed depends not only on his academic performance or IQ, but also on his balanced development in IQ, EQ and spiritual IQ.

IQ: A high IQ not only represents intelligence, but also represents creativity and being good at thinking and solving problems independently.

Emotional quotient (EQ): EQ is a general term for personal abilities related to self-awareness, emotional control, self-motivation, interpersonal relationship and teamwork. Among senior managers, EQ is nine times as important as IQ.

SQ, spiritual intelligence quotient): The representatives of SQ have correct values. Can they tell right from wrong and distinguish truth from falsehood? Those who can't tell right from wrong without the guidance of correct values, the stronger their ability in other aspects, the greater the harm to others.

Communication and cooperation: the ability of communication and cooperation is the basic requirement of talents in the new century. 2 1 century, what we need is "high emotional intelligence cooperators", not "isolated and arrogant geniuses". Because with the continuous development of globalization and informatization, almost no enterprise can develop independently without partners, markets or industrial environment. If we want to succeed in the 2 1 century, we must cooperate closely with relevant enterprises, associations and even government agencies distributed all over the world. This kind of global cooperation is of course inseparable from excellent communication and communication skills.

Do what you love: Under the global competition, everyone should give full play to their own specialties. The best way to give full play to one's special skills is to choose a job according to one's hobbies-because only by doing the job that one loves can one really devote oneself to it and be full of passion and laughter at work every day. Such people are the happiest and happiest people, and they are also the most likely to achieve the greatest success in their careers.

◇ Positive optimism: In the fleeting 2 1 century, if you can't take the initiative to seize opportunities or even create opportunities, opportunities may never come to you again. If you can't actively let others know about your abilities and talents, you may never get the job you want. Similarly, people who are afraid of failure will fall down in the face of failure and completely lose the courage to continue trying. However, optimistic people can always regard failure as their motivation. Obviously, people who are positive and optimistic are more likely to adapt to the competitive environment in the 2 1 century, and more likely to succeed in the process of constantly improving themselves.

For those colleges and universities that are committed to cultivating excellent practical talents, it is a necessary prerequisite for us to better adapt to the international competitive environment in 2 1 century and give full play to the advantages of talents if we can understand the talent standards in the new century from the perspective of 2 1 century.

Nine suggestions for colleges and universities

In order to better meet the needs of enterprises for talents in the 2 1 century, I think China universities can strive to improve themselves and enhance their competitive strength from the following nine aspects.

1. Colleges and universities should aim at high-quality teaching and try to avoid excessive enrollment expansion and industrialization.

Since the end of last century, the expansion of university enrollment has led to a rapid increase in the number of college students. 1998 the total number of college students in China is about 3.4 million, while in 2006, only college graduates reached 4130,000. When Mr. Tang Min put forward the concept of university enrollment expansion in 1998, he clearly stated that it was necessary to "prevent enrollment expansion without paying attention to quality". However, we can still see that although the number of students in many universities, especially private schools, has increased significantly, it has not reached the goal of cultivating more talents. Some students have studied for four years before they find that the knowledge they have learned in school does not meet the requirements of enterprises, and it is difficult to find employment-recently, it even happened that college students retake the secondary school for employment after graduation. On "Kaifu Student Network", I once saw a student complaining that "after entering the school, I found that the diploma issued by the university was not recognized by the Ministry of Education, so I have to take the exam again?" Or "before entering the school, the school claimed that all teachers graduated from prestigious schools, and only after seeing the true colors of Lushan Mountain did they find that their resumes were all false", "Teachers have never studied this major, and they just read the texts from books every day. How can such education work? " Wait a minute.

The existence of many unqualified private universities has objectively caused the gap of "insufficient qualified talents". This situation can be represented by the following figure:

At present, the graduates of first-class universities are quite competitive, but the excessive expansion of enrollment and those "educators" at the forefront of interests have really damaged the teaching quality of some ordinary universities and private universities, and trained many college graduates who need to be trained or are unqualified.

I remember meeting a self-proclaimed educator at an international conference, and I was surprised by the business card he handed me. The business card is 30% off, with the titles of dozens of heads of educational institutions, including many private universities. I asked him, "Isn't it distracting to run so many schools?" Can you do it? He said, "I used to run a factory. The more you drive, the more you earn. Now it is the same to use the laws of market economy to engage in education, with lower capital investment and faster return. "It seems that the purpose of his current education is just to make money. It would be strange if he studied in his school and met the needs of enterprises after graduation.

In addition to enrollment expansion, in recent years, there have been other negative examples in colleges and universities. For example, a professor of a famous university actually cheated on the chip research and development project invested heavily by the state to defraud scientific research funds and academic reputation; Plagiarism is often found in master's and doctoral dissertations in some universities. A few university teachers publish a large number of shoddy academic papers and monographs in order to evaluate their professional titles; Teachers set up companies for their own interests and make doctoral students become freelancers; In order to make money, the school has set up too many EMBA or software college courses, which makes teachers spend all their energy on those "seniors" with high tuition fees, while ignoring the real college students ... I think most of the reasons for these bad phenomena can be attributed to the fact that a few teachers and administrators in colleges and universities forget the "vocation" of teaching and educating people in colleges and universities for personal or local vital interests, and forget the "responsibility to students" and "responsibility to society"

Even in the normal field of teaching and scientific research, too strong "utilitarian heart" is harmful. For example, when adjusting and setting up disciplines, universities should firmly grasp the general direction of modern science and technology development and look for the direction of talent training that enterprises need most in the 2 1 century. On the other hand, universities should never hastily set up some seemingly popular majors just based on the "trend" of the talent market in the last year or two. In fact, there is not much academic connotation or academic foundation.

Schools can charge appropriate fees for the education they provide, provide appropriate methods to help teachers get reasonable treatment, and expect the intellectual property rights generated by schools to help accumulate school assets. However, we should stop those practices that harm students, schools and education for immediate benefits.

2. Universities should have accurate positioning and distinctive features, reduce research universities and increase vocational colleges.

Enterprises in the 2 1 century need both doctors and technicians. However, today's colleges and universities have trained too many doctors and masters, but there is a serious shortage of technicians and service personnel. In terms of quantity, I personally think that considering the actual demand for talents and the actual distribution of teachers in China today, it is best to keep the ratio between research universities, teaching universities and vocational colleges at around 1:20:40. No matter how fast the society progresses, the society always needs the most technicians and service personnel, followed by engineers and civil servants, and the least scientists and researchers. In the 1970s, we often lamented that geniuses were sent to factories or rural areas, but today, we should be more worried about those students with limited abilities who enter second-rate schools to study for masters or doctors who cannot create value for society and waste time and resources.

This problem stems from the psychological tendency of domestic universities to pursue perfection and "first-class" when choosing their own positioning. Now, not only some powerful universities have put forward the slogan of catching up with the advanced level in Europe and America, but even some colleges with limited resources have also proposed to turn their schools into "first-class comprehensive and research universities". Many universities have rapidly expanded their scale through the merger of colleges and universities, constantly adjusted departments and expanded the scope of disciplines; Some colleges and universities blindly expand enrollment without corresponding teaching resources; For some time, it seems that the construction and expansion of "first-class" Industry-University-Research bases and research centers have become the most important development goals of some universities.

To sum up, I suggest that when considering their own positioning, Chinese universities should first comprehensively examine and measure their own resource allocation, development potential, industrial environment, regional and humanistic characteristics and other related factors, and accurately choose their own development direction with the following ideas:

Research universities, teaching universities and vocational education universities should complement each other and develop equally, and finally form a complete higher education layout from high-end scientific research to talent cultivation and vocational training.

China only needs a few research universities to cultivate world-class research talents, and does not need surplus second-rate research institutions and second-rate researchers. Because research focuses on quality rather than quantity. When choosing its own position, universities should not blindly label themselves as "research universities" just for the sake of funding or policy support (government management departments should also give reasonable guidance in funding and policy), and a few universities with real research university strength should always take catching up with the world-class scientific research level as their development goal, rather than just measuring their development level by the number of scientific research projects or academic papers.

In addition to research universities, there should be a large number of universities that pay attention to teaching practice and are committed to cultivating qualified talents. These teaching-oriented universities should avoid the tendency of over-specialization, pay attention to the practicality of disciplines and meet the needs of industry, consciously cultivate students' comprehensive quality and provide students with opportunities to participate in practical work. As for teachers, more consideration should be given to hiring teachers with rich teaching experience or practical work experience.

In addition, China needs more specialized colleges and universities that are oriented to vocational or specialized education, with accurate discipline orientation and distinctive discipline characteristics, and closely focus on the needs of enterprises to train practical talents. Take Germany as an example, the quality of German products is world-famous, and the quality assurance of these products comes from its "dual education". Although higher education in Germany has been popularized, only half of the students who choose to continue their studies after graduating from high school enter universities and the other half enter vocational schools. The salary of technicians who graduated from vocational schools is not worse than that of college graduates, even master's and doctor's degrees. The establishment of vocational schools in China is not only a useful supplement to key universities and ordinary universities, but its quantity and quality directly determine whether the talent structure in China is reasonable in the future and whether the employment crisis can be truly solved after the gradual popularization of higher education.

◇ Finally, every university should strive to find and carry forward its own school-running characteristics as successful enterprises attach importance to corporate culture construction, attract people with distinctive teaching style instead of huge teaching buildings, and train people with beautiful and unique natural and humanistic environment instead of uniform school rules and mottos.

3. Degree education should be targeted: provide high-level graduate schools that are in line with international standards.

On the university campus, the upsurge of "postgraduate entrance examination" is rising year by year. In addition to applying for studying abroad, more and more college students choose to take master's degree and doctor's degree in China instead of looking for a job directly. On the one hand, due to the enrollment expansion of graduate students year by year, the threshold for postgraduate entrance examination and postgraduate entrance examination is relatively low; on the other hand, due to the great employment pressure of undergraduate graduates, it is difficult to find a satisfactory job without further study.

Of course, a moderate increase in the number of graduate students is inevitable for the development of higher education. However, if the phenomenon of "postgraduate entrance examination" is too common or it is unrealistic to expand the scale of postgraduate enrollment, it will inevitably affect the quality of postgraduate education and scientific research in colleges and universities. For graduate students, especially doctoral students, what modern enterprises really need are researchers with excellent research quality and in line with the international advanced level, rather than students who study and publish papers just to get a degree; Instead of training many unqualified researchers, it is better to let these people directly invest in specific practical work after laying a solid foundation in undergraduate courses. Therefore, both universities and students should be cautious about graduate education and strive to improve the overall quality of graduate students.

University degree education and its management must be targeted, and the goal of talent training must be clear. Departments or laboratories that focus on scientific research should take the cultivation of high-level research-oriented talents as the highest goal, encourage students to complete doctoral degrees, or try to recruit graduate students with master's and doctoral degrees, closely follow the latest international scientific research trends in the teaching and research process, and undertake more high-quality scientific research projects that are in line with international standards. And those departments that focus on training specialized talents, such as medical college, law school and business school, can focus on training graduate students, improve their practical ability and make them adapt to professional work as soon as possible after leaving school. More colleges and universities focusing on technical or vocational training should focus on the undergraduate level and strive to cultivate qualified talents that meet the requirements of enterprises.

4. Always regard the enterprise as the most important customer, guide students to attach importance to mastery through a comprehensive study, and put an end to reading dead books.

"Customer awareness" is equally important for universities. If we can always regard enterprises as the most important customers and always care about the needs of enterprises for talents, universities can truly have a good reputation in the eyes of "customers" and be called a veritable "talent base". It can be said that one of the most urgent and strong requirements of corporate customers for colleges and universities is to cultivate students who can integrate into the enterprise faster, that is, students who don't read dead books, but employees who are comprehensive, active and good at learning new knowledge and solving new problems.

China's education system places too much emphasis on rote learning and exams. Examination leads students to study hard every day, taking grades and diplomas as the only goal in life. This educational model runs counter to students' future career development and success. Examination-oriented education requires students to repeat old knowledge in an appropriate way, and innovative ideas are not allowed, which stifles the creativity of most students.

A classmate said to me, "English learners are proficient in English grammar, even old English, but they can't talk to foreigners." This is called "dumb English" in China. Computer students haven't written two thousand lines of code in four years, but they can get full marks on the test paper. This should be called' paper engineer'? " These "dumb English" and "paper engineers" are of no value to society. Such students will not be valued by enterprises and cannot find good jobs. However, the school's adoption of this educational method has seriously violated the spirit of "always treating enterprises as the most important customers".

There is a famous saying in the west, "I will forget what I have heard, remember what I have seen and understand what I have done." When studying at school, you should master everything, not just memorize it, but practice it. We should not only learn knowledge, but also know how to use it. Proficiency means that students trained in colleges and universities must be good at applying what they have learned to practice. In the IT field, many successful companies expect their graduates to have more than 100000 lines of programming experience (for example, in Google, many applicants failed the interview due to lack of practical ability), but many China students majoring in computer science told me that during their four years in school, they actually wrote no more than1000 lines of programs. On the one hand, it shows that some schools do not pay attention to the cultivation of students' practical ability in teaching, on the other hand, it also shows that many students only know how to learn the knowledge of "death" and do not know how to find or create opportunities, so as to apply what they have learned in concrete practice.

Mastery also means that you must learn to think independently and learn to analyze and solve problems in creative ways. We should know that in practical work, almost every problem is vague and uncertain, and everything needs to be done by ourselves, and problems need to be solved creatively on the basis of mastery. Therefore, colleges and universities must emphasize the cultivation of students' independent thinking ability and problem-solving ability in the teaching process, so that students can really master the methods and concepts of using knowledge while learning textbook knowledge. Colleges and universities should break away from the "black and white" thinking, instead of telling students a "correct answer", it is better to encourage students to understand the problem from both positive and negative aspects. Because in the real world, almost everything has two sides, a responsible education should make students fully aware of the problem, and we hope that students can realize one side in time.

I don't want to completely overthrow the educational methods of examination and recitation, but most of the functions of recitation should be used as a tool to create new knowledge to exercise students' own reasoning ability. Schools should adopt flexible and inspiring teaching methods, so that teachers and students can exchange ideas and learn knowledge in a straightforward atmosphere. In the teaching process, we should avoid instilling a lot of knowledge, and adopt rich and vivid ways such as experiments, cases, discussions and interactive exchanges to improve students' learning enthusiasm. Participatory courses are very important, so students should have the opportunity to ask questions and discuss. A classmate once said to me, "I am lucky to have a teacher who provides opportunities for discussion, because I found that 90% of the knowledge I gained from listening to the class was forgotten, and 90% of the knowledge that the teacher asked and discussed was remembered."

Colleges and universities should invite experts and enterprises to participate in school curriculum design, reduce courses unrelated to employment and quality training, increase the majors needed by the state and society, and reduce outdated majors. Colleges and universities should strive for students' internship opportunities in enterprises in the summer, hire experts from enterprises as part-time teachers, and introduce truly inspiring practical projects (instead of the so-called "horizontal projects" today) into colleges and universities as part of the curriculum. It is a good thing that colleges and universities begin to use the employment rate of graduates as an indicator to measure their work; It would be better if we could comprehensively consider the satisfaction of enterprises with school students and the time for necessary training after graduation.

2 1 century needs comprehensive talents who can not only have a deep understanding of a certain professional field, but also take into account the development of related fields and be good at cooperating with other fields. Therefore, only by fully learning from the teaching experience of the first-class universities in Europe and America, adopting heuristic teaching methods, allowing students to actively participate in the learning and practice process, actively understand the knowledge outside books and disciplines, encouraging students to pursue hobbies, and providing students with sufficient cross-disciplinary practice opportunities, can we keep up with the pace of the 2 1 century and meet the needs of enterprises for talents in 2 1 century.

5. Always regard students as the most important asset, provide students with the best resources and services, and let students get the most choices and respect.

It is no exaggeration to say that students are the most important assets of colleges and universities. Because the ultimate goal of colleges and universities is to cultivate outstanding talents for society and enterprises, and to provide all students with the most suitable teaching and living environment for learning and growth. In the eyes of educators who really understand the importance of students, all the facilities and staff in universities serve students, and the interests and needs of students are the most important interests and needs in their eyes.

For colleges and universities, it is far more important to provide students with truly advanced teaching concepts and scientific research atmosphere and to make the trained talents better adapt to the competitive environment in the 2 1 century than how many "university towns" or "key laboratories" have been built. For example, the Internet has now become the best channel for learning, especially there are many open courses on the websites of foreign universities that can be used to improve students' quality and knowledge. However, at present, many universities do not allow students to visit foreign websites, or they have to pay expensive Internet usage fees. If the school puts the interests of students first, it is far more important to provide free and fast internet access than to build a building.

In addition, I made a survey on the Internet and found that most college students are not satisfied with their majors. As mentioned earlier, in 2 1 century, top enterprises need passionate talents, and people's passion always comes from interest. Therefore, colleges and universities should give students more opportunities to choose their majors if they want to cultivate the talents needed by enterprises in the 2 1 century, otherwise most of their study time will be wasted.

It is understandable that students are dissatisfied with their majors, because when applying for a university, people often put the reputation of the school or parents' opinions first, and only after entering the university do they find that they are not interested in their majors. As a student who once chose the wrong major, I am especially grateful to my university for allowing me to change my major, so that I left my uninterested law department without resistance and joined my beloved computer department. One thing that impressed me deeply later was that when I was a doctor, the school actually let all the students choose their own tutors. Later, when I worked with the doctoral supervisor for a year, I boldly put forward a technical scheme that was completely different from the tutor's idea. At that time, the tutor said, "I don't agree with you, but I support you." His encouragement finally prompted me to succeed along my own path. This educational concept of respecting students, providing choices, teaching students in accordance with their aptitude and encouraging innovation is an advanced educational concept that China University needs to learn from the United States.

Many students also told me that many teachers completely lost contact with their students after class. This shows that teachers do not regard students as the most important assets of the school. I hope to see more teachers willing to serve students sincerely, respect their opinions and let students choose for themselves.

I think, if more universities in China are farther away.