Quality education, which has been proposed since the mid-1980s, initially existed as an educational concept opposed to exam-oriented education.

Over the past three decades, however, the relationship between the two has become both complex and seemingly interdependent. Quality education seems to have become a tool to criticize examination-oriented education. This phenomenon is worth exploring in depth.

The concept of quality education was first proposed more than thirty years ago, which reflected people's general dissatisfaction with the single examination-oriented education model.

At that time, the education system focused too much on student performance and ignored the improvement of other comprehensive qualities.

However, in the development process, quality education has not been completely independent of examination-oriented education.

In many schools, although quality education is advocated, the proportion of exam-oriented education is still very large.

In the daily teaching process, some middle schools devote a large amount of class time to practicing for exams, while quality education-related activities only exist as embellishments.

Exam-oriented education has its historical rationality, and it can efficiently screen talents.

With limited resources, some talents are selected through scores in college entrance examinations and other examinations.

But quality education also has positive significance. It can cultivate all-round development of people.

But now the relationship between the two is distorted and has not reached the ideal complementary state.

Utilitarianism makes the contradiction between quality education and examination-oriented education false.

In today's society, the "second generation" phenomenon is becoming increasingly obvious, and there are many types of education recipients. The differences between various "second generations" make utilitarian education methods more complicated.

Children of wealthy families in cities have access to more resources, which are used to participate in various activities aimed at improving personal qualities.

And some students from poor families can only immerse themselves in the content of the exam.

Educational choices under utilitarianism are more about considering the transmission of future social status and wealth.

In order to ensure that their privileges are passed on to their children, some high-level people in society often provide them with an elite education.

This educational choice aims to clarify benefit goals, but it has had an impact on the original development trajectory of quality education and exam-oriented education.

In terms of educational selection, there is a game between subjectivity and objectivity.

Objectivity is mainly reflected in test-oriented education through test scores, such as important exams such as the high school entrance examination and the college entrance examination, whose scores affect the admission results to a great extent.

However, in terms of subjective evaluation, some selection activities will focus on examining students' moral character, expertise and other qualities.

After the United States "abolition of fractionalism", problems such as corruption, prejudice and discrimination emerged.

It suggests that there are risks associated with such adjustments to selection criteria.

In China, when teachers evaluate students, they will evaluate students based on their grades as well as comprehensive qualities such as moral character. However, it is not easy to be completely fair and just.

In the information age, it is relatively easy to acquire tangible knowledge, but developing intangible habits requires a lot of investment. This invisible habit actually refers to the qualities possessed by those elites.

In order to pass on wealth and privilege through education, families will try their best to invest in their children's education.

For example, wealthy families send their children to study abroad or take expensive art training courses.

This transmission of wealth and privilege makes education a conduit for the intergenerational transmission of social status.

Our country has always had the custom of educational fairness and equal inheritance in history. However, many families currently have to invest more in education for the future of their children, which further deepens the connection between educational wealth.

There are shortcomings in the reform of quality education. The root cause is that the structural problems faced by education cannot be completely solved.

In real life, quality education and exam-oriented education are intertwined, and school education often relies on precise training provided by families or institutions outside of school.

The family's education model has greatly affected the advancement of quality education reform.

In some cities, many parents have signed up their children for various tutoring and specialty classes. These extracurricular courses include both exam-oriented education and quality-oriented education.

Under such circumstances, if schools want to independently implement quality education reform, they will encounter multiple obstacles ranging from teaching content to conceptual systems.

Educational equity is the foundation and result of social equity.

Ideally, educational equity can promote social equity and progress.

In fact, it is not feasible to rely solely on educational equity to promote equitable progress in all areas of society.

Because education is now influenced by a variety of social forces.

For example, all sectors of society have different understandings of and competition for quality education, and what the "second generation" encounters are exactly the consequences of this competition.

The current educational problems stem from the improper use of educational fairness to promote social fairness. At the same time, this behavior also disrupts the normal order within education.

What do you think of the future development direction of quality education and examination-oriented education?