Ten Year Reform of the New College Entranc Examination: Achievements and Future Directions
Abstract
2025 across 29 provinces, marking a pivotal milestone in its decade-long evolution. This reform has significantly enhanced student-centered
development, compelled systemic reforms across educational institutions, and optimized talent selection through diversified admissions
mechanisms. Key achievements include the abolition of rigid arts-science divisions, the introduction of flexible 3+1+2 or 3+3 subject
models, and the establishment of multidimensional evaluation frameworks integrating academic performance, moral education, and practical
competencies. However, challenges persist: grade conversion methods face equity-scientific tensions, resource disparities exacerbate urbanrural implementation gaps, and utilitarian subject selection trends undermine interdisciplinary learning. To advance reform, future priorities
involve refining comprehensive quality evaluation systems, optimizing subject selection guidance to balance student autonomy and academic
rigor, and fostering institutional adaptability through precision policy adjustments. These steps aim to align Chinas education system with
global talent cultivation paradigms while addressing localized complexities.
Keywords
Full Text:
PDFReferences
[1] Haifeng Liu, Benwen Tang, Huafeng Wei. Pilot Promotion and Effectiveness Evaluation of the Ten-Year New College Entrance Examination Reform. Journal of the Chinese Society of Education, 2023, (12):28-35.
[2] Xiwei Liu, Haifeng Liu. A Decade of Review and Reflection on the Comprehensive Reform of the New College Entrance Examination.
Educational Research and Experiment, 2024, (05):90-98.
[3] Hui Wang, Haibo Sun, Xiaoyong Li, et al. Ten-Year Reform of the Examination and Enrollment System. Journal of China Examinations,
2022, (10):1-12.
[4] Xiwei Liu, Haifeng Liu. A Ten-Year Review and Reflection on the Comprehensive Reform of the New College Entrance Examination.
Journal of the Chinese Society of Education, 2015, (07):16-21.
[5] Zhike Chen, Xiaohong Huo. Course Selection and Flexible Class - Scheduling: We Are Taking Action [M]. Tianjin: Tianjin Academy of
Social Sciences Press, 2019: 43 - 51.
[6] Ruoling Zheng, Lei Ling, Genzhou Wu, et al. Forum on "Deepening the Comprehensive Reform of the College Entrance Examination
in the New Era". Journal of Fujian Normal University(Philosophy and Social Sciences Edition), 2020, (04): 117 - 133.
[7] Binglin Zhong, Xinfeng Wang. On the Effectiveness and Difficulties of Comprehensive Evaluation of Enrollment in New College Entrance Examination. Journal of Higher Education, 2019, 40(05):33-39.
[8] Ruoling Zheng, Dongbo Xu. The New Form of Examination-oriented Education in Senior High School under the Background of New
College Entrance Examination. Journal of Educational Science of Hunan Normal University, 2021, 20(04):31-38.
[9] Chenghuo Feng. Study on the Phenomenon of "Reduced Choice of Physics Subject" in the New College Entrance Examination-Based
on the Reform of the College Entrance Examination in Zhejiang Province on the perspectives of practice and thinking. Journal of Higher
Education, 2018, (10):25-30.
[10] Yi Zhou, Yunjian Shi. The Reform of the Entrance Examination System for Art Majors: Retrospect, Problems and Solutions. Journal of
China Examinations, 2024, (04):39-46.
[11] Zheng Ruoling. The Effects and Trends of the Subject - Selection Reform in the New College Entrance Examination]. Jiangsu Higher
Education, 2024, (08):8-10.
[12] Chongliang Zuo, Fanggui Tang. Functional Innovation and Institutional Defects in the Reform of the New College Entrance Examination. Education and Examinations, 2020, (02):5-11.
DOI: http://dx.doi.org/10.70711/neet.v3i2.6445
Refbacks
- There are currently no refbacks.
