1. Origin of the topic
special teacher , whom the account owner respects very much, talked about his experience in an exchange group - "I have always felt that test-oriented answers to exercises and clear answers are not the same thing at all..." "My review teaching always wants to help students prepare revolutionary hands so that they can cope with it freely...".
The interpretation of these two sentences is: "Taking exams but not understanding the truth is anti-education; knowing the truth but not taking the exam is not good at fighting."
In fact, "understanding the truth" can be understood as imparting scientific knowledge, scientific methods, and cultivating scientific attitudes and scientific literacy; through exercise training, the effect of "understanding the truth" is further consolidated and enhanced.
However, our current questions are no longer called exercises, but are called test questions, and test questions have dominated the world. Therefore, whether you can do the questions correctly and whether you can do it correctly quickly has become the only criterion for measuring a person's learning ability. Of course, this is a micro perspective; the meso perspective is whether one can obtain excellent results in exams, which has become the only criterion for measuring a person's learning achievements and even intelligence; then, what is the macro perspective? That is, whether one is admitted to a high-quality university, whether one finds a good job (with a high salary), whether one makes a lot of money, and whether one becomes a high official, has become the only criterion for measuring a person's ability and success.
Admittedly, this is a cognitive concept that a utilitarian society cannot completely abandon. This concept cannot be said to be completely wrong, but if you are too addicted to it and cannot extricate yourself, you may easily become obsessed.
Nonetheless, in today’s utilitarian society, it is impossible not to get involved in exam-oriented education. If you completely ignore exam-oriented education, I'm afraid you will be defined as someone who doesn't work hard, is not diligent, is irresponsible, has no responsibility, and has no level.
Let’s go back to the micro perspective to discuss. If you get the question “right”, is it really “right”?
2. Case presentation
This is a question in the three-week practice exam in high school. It is recommended that you in front of the mobile phone screen join our case and let the case be generated naturally. How to join our case generation activities? It's very simple. Please read and do this question first.
How do you feel after reading this question? Did you jump right into the questions? How did you feel while doing this question?
Do you have the urge to read the reference answers? Want to see reference analysis? If so, then take a look at the reference answers.
After reading the reference answers, did you get it “right”? How do you feel after doing something “right”? Didn't you do it "right"? How do you feel when you read the reference answers without doing it “right”?
To be honest, the account owner took a quick look at this question and thought it was very simple, so he didn’t do it seriously. For the senior high school exam papers, the account owner will do the questions himself. Of course, sometimes he does the questions seriously and sometimes he doesn't take them so seriously. Generally speaking, if you look at the whole paper and feel that the test questions are conventional and simple, you will not take the questions seriously. If the test scenarios are novel and the propositions are flexible, then you will take the questions seriously. Only by doing the questions in advance can you do a good job in the test paper review class. In the test paper review class of the account owner, the lecturer is a student, and the account owner is mainly responsible for hosting, commenting, expanding, supplementing and other teaching work. Naturally, the purpose of asking students to talk about topics is to train students and cultivate their abilities and qualities. In the test paper evaluation class, it is not easy for the teacher at all. He must do the questions before class, and relatively speaking, he must do the questions more seriously. During the class, he must listen carefully to the students' speeches, and observe the students' listening performance. At the same time, he must generate comments, expand or supplement teaching strategies in real time. During the entire test paper evaluation class, the teacher will be in a tense thinking operation, which is not at all easier than a teacher performing a one-man show.
students explained this question almost according to the reference answers (the account owner did not read the reference answers before commenting. The account owner is a veteran and did it naked when doing the questions. He hardly looked at the reference answers and was not worried about hanging up in class, but in fact he often failed). The students who attended the lecture seemed to agree with this explanation. After listening to the explanation, the account owner pointed out the problems in the explanation.
Every formula in the explanation is correct, but there is one formula whose physical meaning is confused. This formula is ΔQ = IΔt. ΔQ and Δt are tiny quantities, but the whole process is used in the explanation process. What is the difference between the two? When used as a minute quantity, I in the formula is the instantaneous value; as a full-scale quantity, I is the average value. According to the meaning of the question, a tiny amount should be used. In other words, the entire solution should be calculated using the micro-element method , so the account owner tried to answer it and finally found that it could not be continued. During this review process, the account owner suddenly realized that the constant current through the bulb and the uniform movement of the slide are two inconsistent conditions. In other words, this is a question with scientific errors.
3. Expand the discussion
If you are immersed in the quagmire of exam preparation, it may be difficult to discover situations where the conditions in the question examples are not self-consistent, let alone adapting and correcting the test questions.
We have noticed that wrong questions that make scientific mistakes often appear in exercise books and test papers, and some wrong questions are used very frequently. Why is this happening? The reason is very simple. Too much test-taking thinking leads to rigid thinking.
Under the condition that test scores and admission rates are the only real evaluation of education, it is impossible not to be involved in exam taking. For example, for school-level exams, the account owner believes that the most important function is to train test-taking skills, and the core goal pursued is to get the highest score within the specified time - no points will be lost for those who know it, and points will be scored for those who can't, or even high scores.
However, in ordinary teaching, including exercise teaching, you cannot pride yourself on "doing it right", otherwise it will imprison your thinking and fail to achieve the purpose of thinking training. In addition, after school-level examinations, students should return to normal teaching and think carefully about the test questions instead of being completely led by the test questions.
As in the question example, there are only cognitions of "getting it right" (consistent with the reference answer) and "getting it wrong" (inconsistent with the reference answer), which probably illustrates the teaching state of a teacher, a grade, and a school - no real thinking, only real test-taking.
