The country's first "Regional Education Quality and Health Examination" results report released
Take the pulse of education "new pain points"
From the National People’s Congress this year to the “Notice on Strengthening the Management of Mobile Phones for Primary and Secondary School Students” and “Notice on Further Strengthening the Sleep Management of Primary and Secondary School Students” issued by the Ministry of Education this year, students’ extracurricular tutoring, lack of sleep, mobile phone dependence, reading, etc. Hot social issues have always attracted attention.
Recently, at the press conference of the 6th China Education Innovation Achievements Public Welfare Expo, the team of Professor Liu Jian and Professor Liu Hongyun of Beijing Normal University released the "First Regional Health Examination Report on Educational Quality in China" (hereinafter referred to as the "Report").
The "Report" involved many educational "new pain points" such as students' mobile phone dependence, extracurricular tutoring, and lack of sleep.
It is reported that the team has collected data from 2638 elementary schools, 1322 junior high schools and 140 high schools for 7 consecutive years, and through a series of data analysis, the current regional education quality challenges are scientifically "understood" and integrated from the quality of education. From the perspective of evaluation, it puts forward a series of important issues that need to be paid attention to in the overall promotion of the country’s “building a high-quality education system”.
The proportion of students who rely on mobile phones in rural areas is higher than that of urban students
At the beginning of April, a video of a school in Xinyang City, Henan Province organizing students to smash their mobile phones collectively caused heated discussions on the Internet.
In the video, there are students walking up the flag stand, picking up a small hammer and smashing the mobile phone on the table.
Faced with questions from netizens, the principal of the school responded to the public: Because it was about to take the high school entrance examination, some parents could not control their children playing with mobile phones, and wrote a letter of commitment to allow the school to smash mobile phones.
Student "mobile phone dependence" has become a "new pain point" in education.
Some people questioned whether students should be equipped with mobile phones?
Some scholars have also suggested that students are prohibited from bringing mobile phones into the classroom.
A survey data of the "Report" directly reflects this kind of "dependence": Nearly 70% of students in one school have mobile phone dependence or mobile phone dependence tendency.
The "Report" believes that, on the whole, middle school students' mobile phone dependence is more serious than elementary school students.
The tracking data of the team over the years shows that the proportion of students who are dependent or inclined to mobile phones is increasing year by year.
This is not only the problem of poor management of students’ mobile phones on campus.
The "Report" also shows that the generation of children's mobile phone dependence behavior is greatly affected by their parents' mobile phone dependence behavior.
In order to further verify the results, the team designed a set of questionnaires.
They provided their children with 4 options. Students who chose “parents are impatient and even scold me for playing with mobile phones” and “parents do not pay attention to what I do because they have been playing with mobile phones”. Times.
Liu Jian found that “in the survey data, more than half of the students reported that there is a phenomenon of'parents holding mobile phones wherever they go at home', while students with poor family mobile phone usage rules are more dependent on mobile phones.”
Ms. Fang, who lives in Beijing, is a typical "mobile phone dependent" parent.
As the parent of a sixth grader in elementary school, Ms. Fang has long been used to not watching TV at home.
Going home from get off work, she often lay on the sofa, watching dramas or using vibrato with her mobile phone.
According to her observations, the children in the family are not leaving their hands, and they often hide in the room while playing games with their mobile phones, "not listening to anything."
The "Report" analyzes that parents have mobile phone dependence behavior, and the proportion of their children's mobile phone dependence has almost doubled; in addition, if teachers can pay more attention to students, it will reduce students' dependence on mobile phones.
There are still obvious urban-rural differences in students’ dependence on mobile phones.
Taking the elementary school as an example, the "Report" survey found that 42%, 35%, and 37% of students in cities, counties, and rural areas own mobile phones.
Although urban students have a high rate of mobile phone ownership, the proportion of students in rural areas who have mobile phone dependence and mobile phone dependence tends to be the highest, at 17%, while the proportions in urban and county areas are 11% and 12%, respectively.
In the middle school stage, even if urban and rural students have the same mobile phone ownership rate, the proportion of rural middle school students who have mobile phone dependence and mobile phone dependence is still higher.
"Report" survey found that more than 25% of boarding students in rural areas believe that the reason for their lack of sleep is "watching TV and movies, playing mobile phones or online games and other recreational activities", and this proportion is much higher than that of urban boarding students.
"The lack of parental co-education in rural areas may be one of the reasons for the more serious mobile phone dependence." Liu Jian analyzed that children with lower parental co-education are more likely to rely on mobile phones.
The proportion of urban parents who can “cooperate together in the process of raising children and allocate parenting tasks rationally with their spouses” is much higher than that of parents in rural areas.
Earlier this year, the Ministry of Education proposed in the "Notice on Strengthening the Management of Mobile Phones for Primary and Middle School Students" that it is necessary to refine management measures and restrict students to bring mobile phones into campus.
To do a good job in home-school communication, the school should inform the parents of the relevant requirements of mobile phone management, clarify the harm of excessive use of mobile phones and the need to strengthen management.
Parents are required to fulfill their educational responsibilities, strengthen supervision and management of children's use of mobile phones, and form a collaborative effort for home-school education.
In Liu Jian's view, in family education, preaching and teaching children are important: from the perspective of preaching, parents should formulate "family mobile phone usage rules" with their children on the length of mobile phone use and mobile phone use methods; starting from the perspective of personal teaching Parents should realize that if parents are more dependent on their own mobile phones, their children's mobile phone dependence is also high.
He suggested, "Parents themselves should set an example and develop better mobile phone habits."
The longer the make-up time, the lower the academic performance
At the National Congress and the People’s Congress this year, some representatives expressed concern that in order to "win at the starting line", many parents enrolled a large number of after-school tutoring classes for their children, which caused the students to cope with lack of sleep, and the parents were also miserable. There is even a phenomenon of "half of the family's financial report class" has appeared in the family.
The "Report" shows that in elementary schools, 22.2% of students take at least 3 hours of extra-school supplementary lessons per week, while in junior and middle schools, this proportion rises to 32.8%, and even in some districts and counties, 6 extra-school supplementary lessons per week. The proportion of students over hours is over 35%.
Is the longer the tutoring time, the more beneficial to the improvement of students' performance?
Liu Jian led the team to further analyze and found that for students with excellent grades, participating in extracurricular supplementary classes is "has a lot of harm but no benefit": the longer they participate in extracurricular supplementary classes each week, their academic performance appears to decline instead of increasing. .
Liu Jian explained that the relationship between homework time and academic performance is non-linear. When students spend too much time on homework, their academic progress decreases.
Taking junior high school as an example, 34.9% of junior high school students with excellent grades make up more than 3 hours a week.
Among the groups of students with excellent grades, the more time they participate in extracurricular supplementary classes each week, the lower the students' intrinsic learning motivation and subjective well-being.
The same is true among students with medium grades.
Recently, at a press conference held by the Ministry of Education, Lu Yugang, Director of the Department of Basic Education, said that the order of enrollment in primary and secondary schools should be further regulated, and the act of linking the enrollment of primary and secondary schools with off-campus training should be resolutely cut off.
He believes that “on this basis, we must also improve the quality of teaching in primary and secondary schools, so that students can learn better and more fully in school, so as not to solve the problems that cannot be solved in school, but also to go outside the school. Compensatory training."
Extracurricular tutoring and homework are the main reasons for lack of sleep in students
The "Report" also noted that "mobile phone dependence" and the proliferation of extracurricular tuition classes have triggered a series of "chain reactions."
The "Report" shows that 88.8% of elementary school students sleep less than the national standard, while the proportion of junior high school students is as high as 95.7%, and 34.2% of students sleep less than 7 hours a day.
The team members further analyzed the reasons for the lack of sleep among students in different districts and counties, and found that "tutorials arranged by parents" and "learning tasks arranged by school teachers" were the top two main reasons.
"Sacrificing sleep time does not necessarily lead to the improvement of students' academic level." Liu Jian reminded, "Usually we only pay attention to the role of time investment represented by'arranging homework and making up lessons' on students' academic work, while ignoring some indirect factors. Too much homework assignments, too many supplementary lessons, and emphasis on sacrificing sleep time to study, in fact, will have a negative impact on students' learning motivation and interest in learning."
Through a more intuitive comparative analysis, the team found that students who slept 9-10 hours a day in elementary school, converted according to their professional scale scores, their average academic performance in each subject was 588.2 points, and their sleep time was 8 hours or less The average score of the students dropped by 66.6 points, and the junior high school data also showed the same trend.
With reference to the score conversion method of similar international large-scale tests, "this is equivalent to students who sleep 1-2 hours less per day, and receive about 1.7 school years less school education than those who have enough sleep." Liu Jian explained.
The team found in the survey that students in different school years reported that when they lack sleep, they will experience mental fatigue and inattention in class the next day.
"Research reports show that improving academic performance by'fighting till midnight' is not worth the gain." Liu Jian said.
At an event of the "World Sleep Day" held not long ago, Lu Lin, an academician of the Chinese Academy of Sciences, also mentioned the problem of "lack of sleep" among young people.
He believes that lack of sleep will affect the development of the body and brain, and severely may affect the normal function of the immune system.
Lu Lin suggested that high school students should get more than 8 hours of sleep, junior high school students should get more than 9 hours of sleep, and elementary school students should get about 10 hours of sleep.
Recently, the “Notice on Further Strengthening the Sleep Management of Primary and Secondary School Students” issued by the Ministry of Education also put forward the requirements for clarifying the sleep time of students. It is necessary to coordinate school work and rest time to prevent excessive school work from occupying sleep time, and reasonably arrange bedtime for students to ensure practical protection Students sleep well and promote their physical and mental health.
The "Report" is also looking for directions and ways to improve the happiness of students.
After comprehensively analyzing the influencing factors of students’ sleep, breakfast, physical exercise, reading habits and parents’ attention to their children’s lives, the team suggested that if they can basically guarantee sleep, regular breakfast, ensure daily physical activity time, read half an hour a day, parents Concerned about the lives of their children, 91.5% of elementary school students and 84.1% of middle school students will feel "happy."
For every lack of one of these "guarantees", the proportion of primary and secondary school students' happiness drops by about 10%.
More education issues need to be studied in depth.
"The comprehensive evaluation of education quality is now moving towards the 3.0 era." Liu Jian said, labor education, class size issues, campus bullying and other social hotspots have been included in the comprehensive evaluation index system. The analysis of data results provides common issues for the development of basic education. The "baton" of science.
How to make good use of the data and find effective solutions to the "new pain points" of education?
Liu Hongyun believes that not only should it be based on the “bottom-up” exploration of big data, but also the “top-down” in-depth analysis of education policies and growth laws, establish an efficient regional education supervision and feedback mechanism, and improve evaluation methods. Prompt the problem to be resolved as soon as possible.
Aiming at the future development trend of the comprehensive evaluation system of education quality, Liu Hongyun suggested that computers, mobile apps, etc. can be used to improve the way of data collection. You can also try to apply a variety of data analysis and mining techniques to explore the development of multiple factors for students. The complex impact brought about further digs into the "iceberg" behind the education problem.
China Youth Daily·China Youth Daily reporter Yang Jie Source: China Youth Daily