Is Beijing’s “1 3” training experiment a shortcut to higher education?
2024-08-07
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As of this week, the enrollment results of Beijing's "1+3" training experiment have all been released. When school starts this fall, another group of students will join this education reform experiment. What is the "1+3" training experiment? What is different this year? Are parents and students willing to apply? What is the training effect?
【Question 1】What is the “1+3” cultivation experiment?
Junior high school students can go directly to high school without taking the junior high school entrance examination
Zhu Jianhong, Executive Principal of Tsinghua High School Jiangtai Road Campus
Beijing’s “1+3” training experiment project was launched in 2016. It is an important force in promoting the high-quality development of basic education. It aims to break down the barriers between junior and senior high school education, achieve continuous connection between academic stages, realize balanced distribution of educational resources, and provide students with more personalized and diversified development paths.
The "1+3" training experimental project means that after completing the second year of junior high school, students will study in the experimental school from the first semester of the third year of junior high school, transfer their academic records to the experimental school, take the junior high school academic level test according to regulations, and enter the high school of the experimental school after passing the test. In other words, students who enter the experiment do not need to take the junior high school entrance examination and can go directly to high school. This model not only reduces the pressure of taking exams for students, but also provides them with more time and energy to develop their personal interests and specialties.
As the first experimental school included in the project, the Jiangtai Road Campus of Tsinghua High School has always adhered to the educational philosophy of "people-oriented, focusing on students, and laying the foundation for the lifelong development of each student", and actively explored a talent training model suitable for the requirements of the new era. Through 8 years of practice, the school has explored ways to comprehensively select students without passing cultural exams, and developed a curriculum plan for the "1+3" training experimental project, which not only focuses on the academic development of students, but also has achieved remarkable achievements in special fields such as art and sports. The school has set up a specialty class for art, and has carried out a series of special art courses with the concept of "value shaping, ability training and knowledge imparting". The school uses the high-quality resources of Tsinghua High School to set up a specialty class for sports, providing students with professional sports training and rich opportunities to participate in sports events. Students have shown extremely high competitive levels in basketball, football, badminton and other projects, and have achieved excellent results in municipal and district competitions many times.
According to statistics, since 2016, the "1+3" training experimental project of the Jiangtai Road Campus of Tsinghua High School has enrolled 2,377 students, and a total of 880 students have graduated, with an undergraduate enrollment rate of nearly 80%. In recent years, more than 10 art students have been admitted to higher art schools such as the Academy of Fine Arts of Tsinghua University and the Central Academy of Fine Arts; and nearly 20 sports students have been admitted to universities such as Peking University, Beihang University, Fudan University, Beijing Normal University, and Beijing Sport University. Many of these students chose the "1+3" training experimental project because they had certain difficulties in the high school entrance examination, but four years later, most of them were admitted to universities, realizing the original intention of the project to improve the quality of education and evenly distribute educational resources.
The "1+3" training experiment project has set up a corresponding exit mechanism. According to the regulations, students who enter the experiment can choose to exit the experiment before registering for the junior high school academic level test, transfer back to their original junior high school, and participate in the middle school entrance examination that year, but cannot participate in the quota allocation batch admission. This mechanism not only guarantees the students' right to choose, but also provides them with more development possibilities.
In short, as an important innovative measure in Beijing's basic education field, the "1+3" training experiment project is attracting attention for its unique education model and remarkable educational results. With the continuous promotion and improvement of the project, more students will benefit from it in the future.
[Question 2] What is different about this year’s “1+3” training experiment?
The "1+3" enrollment plan is nearly double that of last year
Niu Xiaohua, principal of Beijing No. 2 Middle School, Economic Development Zone School
This year, Beijing further optimized the implementation of the "1+3" training experiment in the basic education stage. According to the procedures of school application, district recommendation, and municipal review, the layout and structure of the "1+3" training experimental schools have been optimized.
Compared with 2023, the total number of "1+3" training experimental schools increased from 41 to 82, and the enrollment plan increased from 3,144 to 6,014. Among them, the number of municipal experimental schools decreased from 7 to 6, and the number of district experimental schools increased from 34 to 76.
In 2022, the "1+3" training experiment implemented the "lottery admission" method, that is, when the number of applicants is less than the enrollment plan, all are admitted, and when the number of applicants is greater than the total number of enrollment plans, "lottery admission" is adopted. However, this admission method was changed to "comprehensive quality evaluation + interview" admission in 2023, and this practice was continued this year.
According to the requirements of the "Notice of the Beijing Municipal Education Commission on Doing a Good Job in the "1+3" Training Experiment in 2024", the admission method for this year's "1+3" training experiment is as follows: the experimental school combines the comprehensive quality evaluation information of junior high school students, determines the interview list in a 1:3 ratio, and organizes interviews as required; special schools recognized by the municipal and district education commissions can organize corresponding professional tests, and the interview and professional test plans will be implemented after review by the district education commission. In the enrollment process, cultural course tests, cooperation with social education institutions to select students, organizing campus open days in advance, and collecting resumes are clearly prohibited. The proportion of junior high school students admitted by each experimental school shall not exceed 70% of the total training plan.
This year, Beijing No. 2 Middle School Economic Development Zone School was included in the "1+3" training experimental project for the first time, with an enrollment plan of 30 people. Because cultural course tests are not allowed, we use two ways to understand students. The first is to look at the comprehensive quality evaluation, which records the student's relevant information, academic achievements, and teacher's comments, etc., which is a relatively detailed record of personal growth. The second is to conduct an interview, that is, through the students' on-site oral expression, understand their knowledge accumulation, ideas, learning attitudes, etc., and then select the best ones for admission.
In response to the "1+3" training experiment project, Beijing No. 2 Middle School in the Economic Development Zone has set up a special curriculum system - the "Win the Future" curriculum system, which mainly includes three contents: "Win with Fun", to cultivate interest; "Win with Intelligence", to lay a good foundation of knowledge and cultivate certain learning ability; "Win with Creativity", creative learning. This curriculum system includes national courses, extension courses, community courses, and customized courses for students' individual needs.
Objectively speaking, many parents had misunderstandings about the "1+3" training experimental project, especially those whose children's academic performance was not ideal, who regarded this project as a shortcut to high school. In fact, the "1+3" training experimental project is a "small incision" for through-training. This "small incision" allows children to continue their specialties, improve their literacy, and develop sustainably without having to endure the pressure of the high school entrance examination. This admissions system is an exploration of the integrated development of top innovative talents and the long-chain through-training path, which will play an important role in promoting the high-quality development of Beijing's basic education.
[Question 3] What is the effect of the “1+3” training experiment?
More and more outstanding junior high school students are optimistic about through-train training
Zhao Zhiqin, Vice Principal of Cuiwei School of Renmin University High School
This year marks the 9th year of enrollment for the "1+3" training experiment program of the Cuiwei School of Renmin University of China. Over the years, the school has explored a distinctive development path with top-level teachers leading the way, a clearly structured curriculum, and a comprehensive training program for junior and senior high schools. The "1+3" training experiment of the Cuiwei School of Renmin University of China has changed in four major aspects.
First, the views of parents and students on this project have changed. Most of the students who first applied for the "1+3" training experimental project regarded the project as a shortcut to relieve the pressure of the high school entrance examination. Their main idea was "I may not be able to get into the Cuiwei High School of Renmin University High School in the future high school entrance examination." For them, applying for the "1+3" training experimental project is an opportunity to go to high school. If they are admitted, they won't have to work so hard in the high school entrance examination. Students with excellent grades think that they should still take the high school entrance examination to find a better learning environment. In this context, the initial "1+3" training experimental projects of various experimental schools faced huge challenges. With the in-depth development of the "1+3" training experimental project, under the careful cultivation of teachers and in rich practical courses, parents and students' views on the "1+3" training experimental project have gradually changed, especially when they saw that the students of the project have demonstrated strong comprehensive strength in the high school student union and various school activities, and that many outstanding graduates and even the first student of Renmin University High School Cuiwei School who was admitted to Peking University came from the "1+3" training experimental project. This project has "doubled in value". For example, the school's 110 enrollment plans this year have attracted many outstanding students to sign up.
Secondly, teachers' concepts have changed. When the "1+3" training experiment project just started, the pressure of the high school entrance examination was very small. Excellent teachers in junior high schools did not want to teach, fearing that the results of the high school entrance examination would not be reflected; excellent teachers in high schools disdained to teach, thinking that students who were supposed to be in the third year of junior high school could not meet the high school standards. After realizing this problem, Renmin University High School Cuiwei School equipped the "1+3" training experiment project with a top teaching team, concentrated Renmin University High School's external teachers to develop courses, and carried out rich practical activities, so that students participating in the "1+3" training experiment project could share the high-quality education and teaching resources of Renmin University High School Education Group, and achieved high-level leadership in education and teaching. Teachers participating in the "1+3" project also gained valuable experience in teaching from junior high school to high school, and made a qualitative leap in personal growth. The "1+3" training experiment project achieved a win-win situation for school development, teacher growth, and student success.
Third, the source structure of students has changed. In the early days, the overall source structure of the "1+3" training experimental project was not strong, and students lacked motivation to learn. With the continuous improvement of the curriculum, the careful cultivation and personalized guidance of teachers, children at different levels have made great progress, social recognition and reputation have gradually improved, and the source structure of students has also changed dramatically. Many outstanding junior high school students in our school are willing to participate in the "1+3" training experimental project, receive through-train training, and are deeply grateful for finding a learning environment that suits them.
Fourth, the curriculum system has changed. Many "junior high school to senior high school" students have this feeling: due to the large span of knowledge and increased difficulty, the connection between junior high school and high school is not smooth, and it is difficult to adapt psychologically. In response to this situation, Cuiwei School of Renmin University High School has set up a special curriculum system for students entering the "1+3" training experimental project to achieve 4-year through-train training. On the basis of the national curriculum, through special course groups such as language and literature, comprehensive science, and research and study practice, students' comprehensive abilities are cultivated to better complete the connection between junior high school and high school in various subjects such as Chinese, mathematics, foreign languages, and physics. For example, Chinese and English classics reading and drama performance courses, special courses for interdisciplinary comprehensive training with themes such as mathematics, physics, chemistry, and biology, and out-of-town research and study courses once a school year, all lay the foundation for the all-round development of students.
【Students say】
A good attitude leads to improved performance
Shan Xinquan, a high school student
After two years of studying in junior high school, I entered the new environment of high school through the "1+3" program. The teachers and classmates were new. To be honest, I was a little nervous at first, but this nervousness soon dissipated in the pleasant class atmosphere and harmonious teacher-student relationship. Since I didn't need to review for the high school entrance examination step by step, I felt that I had more time to study and my learning progress was much faster. For example, our junior high school and high school transition courses allowed me to better adapt to the learning rhythm of high school. Even though the difficulty of new knowledge in high school increased and the learning progress accelerated, I no longer felt uncomfortable and confused as in the first and second year of junior high school. These challenging knowledge interested me very much, and I learned more vigorously and understood the knowledge in the books more and more. Although I faced the pressure of the college entrance examination, I felt that my mentality was very good and my grades were steadily improving.
【Parents say】
The child's anxiety was significantly relieved
Liu Mingsi, parent of a high school student
Initially, I did not consider the "1+3" training experimental program because I thought that my child's grades were good and if I pushed him harder, he would be able to get into a better school in the high school entrance examination. However, after entering adolescence, my child's temper became unstable, and the more pressure he was put under, the more anxious he became. After learning about the setting and arrangement of the "1+3" training experimental program, my child and I felt that this way of going to school could not only reduce the pressure of the high school entrance examination, but also save time for reviewing for the high school entrance examination, so we signed up.
After entering the project and starting to study, I feel that my child's learning anxiety has been significantly relieved, and he can learn knowledge steadily at his own pace. The teacher is also very serious and responsible, and has rich teaching experience. Various activities inside and outside the school are conducive to cultivating children's humanistic and scientific literacy, and improving their ability to use scientific knowledge and methods to participate in social practice. In particular, the school has introduced some courses developed in cooperation with large enterprises, which can allow children to understand cutting-edge technology products, which is of great benefit to daily learning and future career planning. In addition to academic studies, teachers also pay attention to children's daily life, and children are willing to confide in teachers, and home-school communication is very good. I look forward to my child getting satisfactory results in the college entrance examination in two years.
【expert's point】
Providing more possibilities for students' diversified development
Feng Hongrong, President of Beijing Academy of Educational Sciences
In order to promote the high-quality and balanced development of compulsory education and explore ways to cultivate high school talents, Beijing launched the "1+3" training experiment in the six urban districts in 2016 and implemented it throughout the city in 2017. The "1+3" training experiment is that students enter the experimental school after the end of the second grade of junior high school and complete the third grade of junior high school (1 year) and high school (3 years) in succession.
The original intention of the "1+3" training experiment is to give students who choose ordinary junior high schools nearby when they are promoted from primary school to junior high school an opportunity to enter high-quality high schools in advance without examination, which plays a significant guiding role in promoting the nearby enrollment of primary school students and promoting educational equity. As a talent training reform experiment, it supports experimental schools to explore a talent training model that runs through the school stages. Students participating in the experiment do not take the middle school entrance examination, which reduces the burden of preparing for the exams for students and gives them enough time to develop their personal interests and plan their career development in the long term, which is conducive to the comprehensive and personalized development of students. As of last year, a total of 41 schools participated in the experiment, including 7 municipal experimental schools and 34 district experimental schools, basically covering all districts in the city, mainly some characteristic schools and new high-quality reform schools. At present, 4 classes of students have completed the 4-year experiment, and more than 95% of the students have been admitted to their ideal universities. At the same time, the experimental schools have achieved good results in exploring the curriculum system for the training of junior high school and high school, improving the curriculum development and implementation capabilities of school teachers, alleviating the anxiety of students and parents about exams and admissions, promoting the development of school characteristics, and optimizing the regional education ecology.
In order to further consolidate the results of "double reduction", coordinate the comprehensive reform of educational methods, school models, and education evaluation, and follow the strategy of "big subtraction, small addition, new carriers, and multiple channels", we will strive to expand and improve quality, and continuously meet the people's diversified needs for high-quality education. This year, the city has expanded the scope of the "1+3" training experiment in accordance with the idea of "optimizing layout, curriculum first, and returning to training". A total of 82 schools participated in the experiment, doubling the scale, providing new opportunities for the development of more school characteristics and more diversified choices for students.
From the perspective of guiding the autonomous development of schools, the "1+3" training experiment pays more attention to fairness orientation, characteristic development, and system optimization. In the early stage of the experiment, the city and district education administrative departments selected some specific schools from top to bottom to participate in the experiment according to the needs of the reform and the existing characteristics of the schools. This year's reform focuses on exploring standards first. All schools can fairly apply for them according to the future development direction of the school, and the public policy of dynamic adjustment is conducive to optimizing the good ecology of fair development and connotation development of schools. At the same time, the project requires the experimental school's school-running characteristics to be connected with higher education majors, clarify the characteristic development direction around science, humanities, arts and sports, language, engineering technology and other fields, formulate a highly matched and scientifically feasible "1+3" continuous curriculum system and training program, and build a full-chain experimental program from admission, training to evaluation, which will surely effectively guide the school to run independently and develop characteristics, and continuously generate diversified new high-quality schools. Since the project pays special attention to the continuity and systematicness of students' growth, experimental schools need to provide students with distinctive, rich and optional through-course courses, break the boundaries of academic stages and achieve integrated training. It is necessary to continuously optimize the school's teaching staff, curriculum construction, education management, evaluation methods, educational concepts and other educational elements to form a high-quality education and training system.
From the perspective of satisfying the independent choices of students and parents, the "1+3" training experiment is conducive to the comprehensive and healthy growth of students and the long-term development of their personality, and provides parents and students with diverse choices. After completing the second year of junior high school, students do not have to take the third year of junior high school entrance examination preparation, but mainly go to school in advance based on comprehensive quality evaluation, comprehensive quality interview and professional expertise. They no longer care about every point, and thousands of troops cross the single-plank bridge, which effectively reduces the internal competition and blind competition and even ineffective accompanying. They can take the growth path that suits them more calmly and confidently, which will guide parents to have scientific parenting concepts and promote the comprehensive and healthy growth of their children. On the basis of comprehensive study of required courses, students can choose their own expertise, start from long-term development, actively design career plans, implement and optimize them in a planned manner, better realize the effective connection between primary school, middle school, university and work direction, set goals from an early age, focus on advantages, and work hard for a long time, so that they can more easily have a brilliant life and make their dreams come true. In fact, the "1+3" training experiment gives parents and children three choices: First, choose the opportunity for long-term development, and guide parents to discover and cultivate their children's interests and potential from an early age, and enter continuous training in advance to reduce internal competition and internal consumption. Second, you can choose a suitable school. You can choose one of the city and district experimental schools that match your needs and enroll on a merit basis. Third, you can choose the way to continue your studies. After one year of study in an experimental school in the second year of junior high school, if you want to take the high school entrance examination, you can apply to withdraw from the experiment before registration, return to the original junior high school to take the high school entrance examination, and choose the corresponding channel for further study. In order to ensure the quality of training, students in the second year of junior high school must pass the corresponding academic level examination to enter the experiment, otherwise they will return to the original junior high school to take the high school entrance examination and take the corresponding channel for further study.
Overall, the optimization and expansion of the city's "1+3" training experiment is conducive to the continuous training of talents, the diversified choices of parents, the development of school characteristics, and the optimization of the education ecology. Of course, this comprehensive education reform requires the coordinated cooperation of the government, families, schools, and society, and the joint efforts of all to truly implement the reform measures in order to provide education that satisfies the people.
