Recently, Pengpai News reported an article titled "College Major Diversion: Another Group of "Senior Senior Students" under Grade Point Competition", which aroused people's attention and discussion on the issues arising from "College Major Enrollment". People can’t help but question: After enrolling in major category, will students not let their favorite majors be chosen?
The so-called "big-category enrollment" refers to the enrollment of several similar disciplines and majors. College students who enter colleges and universities through major enrollment usually receive general education in the first or second academic year, and then enter professional education through diversion based on their wishes, college entrance examination, university academics, and combined with quality scores.
From 2020, 114 of the 137 double first-class construction universities in my country have implemented major enrollment and training, accounting for 83.2% of the total. However, with the popularity of major enrollment, new problems are also emerging.
media interviewed several college students who entered well-known universities through major categories. Their experience seemed to refresh our new understanding of "big category enrollment".
Zhang Yingxue was admitted to a major law major in 985 universities in East China in 2021. She was determined to study law majors, but the results of the major diversion rankings came out. There were nearly 300 students in the college, and her grades ranked around 200. Such poor grades made her missed law majors, and even worse, she was diverted to a relatively unpopular administrative management major. This completely disrupted her life plan. At this time, she suddenly realized that the school’s major enrollment model might be to package a popular major and an unpopular major into a major, and then diversion of students with poor grades to unpopular majors after the freshman year.
Also, Zhong Ling, who was admitted to the "Economics category" of a 985 university in Guangdong in 2021, also encountered similar problems. She first applied for the application and was most eager for the school's finance major. She thought that she had a high score in the college entrance examination and would be divided into the finance major according to her college entrance examination scores after her freshman year. However, she was not very good at the freshman score point and could only be transferred to the International Finance School.
Before reading this report, we all thought that the diversion of majors after "big category enrollment" is to select majors that they are interested in according to the wishes of college students. However, the fact is: if college students want to go to popular majors in similar majors, they must go to the "paper" grade point in the first year.
The so-called "grade point" in the first year is the academic performance of students during their freshman year. Because the professional diversion of sophomore year depends on the academic performance of the freshman year, freshmen have to work hard to get high scores like seniors.
Freshmen do everything possible to get high scores, and the disadvantages of their major enrollment are also revealed:
On the one hand: In order to get high scores, freshmen pursue perfection in every course assignment in their freshman course, and they are like returning to the senior year.
On the other hand: freshmen choose courses, and gather in groups to choose those who give good lessons or those teachers who are willing to give high scores.
In addition, the general course scores are not moved, and the students will be given volunteer time. It turned out that the college stipulated that only 10 hours of volunteer service can be completed in one semester, but a classmate's volunteer service duration was as high as 200 hours.
All this seems to have changed the direction of university study and the original intention of choosing a major.
In fact, the original intention of enrollment in major categories is to promote general education and facilitate students' professional choices. Now it seems that some universities have evolved it into another "intra-copy" test-taking competition. In addition, the grades of general education in the first year of freshman year cannot determine the potential of students to study a certain major in the future. Therefore, this method of using "scores" as the only criterion to determine the direction of students' diversion of majors obviously goes against the original intention of enrollment in major categories, and also makes some students feel disappointed and lose interest in learning.
For Zhang Yingxue, who was interviewed by The Paper, she was obsessed with the law major, but she was eventually diverted to the administrative management major. If Zhang was not interested in the major, then she would not only suffer from studying, but also may also cause her entire life to be severely damaged, thus losing the meaning of deep talent in 985 universities.
In short, the original intention of colleges and universities to implement major enrollment is to give college students the opportunity to come into contact with more related majors, and they can make choices that are more suitable for personal development after having a certain understanding of each major. The purpose of colleges and universities to implement major enrollment should be to improve the quality of undergraduate education and cultivate more high-end talents that meet social needs, rather than to package up unpopular majors and popular majors to easily obtain the number of enrollment for unpopular majors. This kind of problem that harms the interests of students' educational growth for the sake of local interests of the school must be resolutely eliminated.
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