Later, the difficulty decreased, while the components of calculation and memory increased.
Further on, it's all about joyful education; reducing the burden on students is purely a test of who is more attentive.
Because the questions were too simple, the difficulty of the final question was about the same as, or even less than, the difficulty of the first major question ten years ago.
This provides absolutely no differentiation.
Moreover, China's education system has a very obvious characteristic: it is a product of grafting.
They initially adopted the USSR education system, and their dormitories, textbooks, and degree programs were almost identical to those of USSR.
Later, I began to learn the Western education system.
This results in neither side being close to the other, yet both sides being adjacent to each other.
USSR's mathematics is known for its extensive calculations and high difficulty. Their academicians write mathematics textbooks for young people, requiring them to learn all of calculus by the age of 18.
His level is roughly equivalent to being able to handle the vast majority of Demidovich's problem sets.
That textbook wasn't for geniuses; it was for all students.
"We can increase the difficulty at the two key junctures of 15 and 18 years old."
The age of 12 is too early; this age point doesn't need to be changed for now.
However, the gifted youth program can be restarted, allowing some truly talented students to leave early.
Furthermore, we no longer need to advocate for "happy education" and "reduced academic burden" in public opinion; we can change our propaganda strategy.
When China truly made up its mind to change direction, the change was swift.
---Aside---
Thank you so much, Changqing1040, for the generous donation! You're the first patron of this book! I'm extremely grateful.
I'll update another 4,000 words tomorrow morning!
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