The issue of the Chinese educational system’s ability to produce outstanding talents is considered one of the most pressing topics discussed in academic circles. Titled “Qian Xuesen’s Question: Why Can’t We Create Exceptional Talents?”, this article highlights a range of challenges faced by Chinese universities, which are evident in the gap between high school students’ diligence and their laxity in universities. The article raises profound questions about the underlying reasons for this phenomenon, indicating the educational culture in place, the current evaluation system, and how these factors influence students’ motivation for innovation and creativity. By analyzing the views of several academics and drawing on personal experiences, the article aims to explore the necessary avenues for change to ensure that Chinese universities effectively contribute to building a promising future where individual aspirations align with societal needs.
Qian Xuesen’s Question and the Current Situation of Chinese Higher Education
Professor Qian Xuesen’s question, “Why can’t our schools produce outstanding talents?” has triggered widespread discussion. It is well-known that China’s performance in the Nobel Prize arena in recent years has not been ideal, which has not only worried the older generation of intellectuals but has also caught the attention of various sectors of society. Many attribute this issue to the flaws in China’s education system, especially in exam-oriented education, arguing that this cramming-style teaching method suppresses students’ initiative and creativity. However, the deeper problems go far beyond this; in fact, the quality of university education and cultivation objectives also face significant challenges.
The imbalance in education results in sharply different learning attitudes between high school and university students. High school students exert tremendous effort to smoothly enter university, yet many students gradually relax their standards once they gain admission, due to a lack of necessary motivation and role models. Activities such as gaming and socializing take up most of university students’ spare time, making studies seem optional. Such changes directly affect the quality of educational outcomes, leading to the normalization of “problem students” in universities.
The Role of University Teachers and Lack of Responsibility
At the university level, teachers’ responsibilities and teaching quality are vital to students’ learning experiences. Observations indicate that most university teachers exhibit attitudes and atmospheres in teaching that are markedly different from those in high school. Although university teachers often have better academic backgrounds, many adopt a perfunctory attitude in daily teaching, leading to insufficient communication and interaction with students. Most teachers’ evaluation criteria tend to focus more on research output rather than teaching quality, which significantly diminishes the effort and enthusiasm invested in teaching.
Many teachers often simply replicate textbook content in class, continuously transmitting information to students via PPT, lacking interaction and discussion, resulting in one-way knowledge transmission. In such an environment, students struggle to gain deep understanding and inspiration, instead forming a pattern of mechanical memorization. Consequently, the academic atmosphere in universities has not stimulated students’ creativity and inquiry spirit as expected, leading directly to a shortage of talents.
Compared to the professional pressure faced by high school teachers, university teachers primarily need to ensure course offerings and are not responsible for students’ learning outcomes. This systemic loophole not only causes teachers to neglect their teaching responsibilities but also weakens students’ motivation to learn. To improve teaching quality, schools should reassess teachers’ evaluation systems, directly linking teaching effectiveness to promotions and salary distributions, encouraging teachers to invest more energy into improving classroom quality.
Fundamental Issues of the University System and Directions for Reform
From the historical background of Chinese higher education, the construction of the education system has been influenced by national labor demands. In the early years after the founding of the nation, to rapidly cultivate a large number of basic talents, university education focused mainly on increasing quantity rather than quality. This erroneous mindset has largely contributed to the quality issues in Chinese education, with the lack of key talents gradually revealing the shortcomings of the education system.
Since the reform and opening up, although the education system has undergone multiple reforms, in many aspects it still follows old educational models, failing to genuinely adapt to the demands of social and economic development. Especially in nurturing top talents, the absence of clear educational objectives and evaluation systems has caused schools to fall into operational dilemmas, where merely increasing numbers cannot truly achieve quality improvements. The nation’s emphasis on higher education institutions also needs to shift from focusing on research to prioritizing teaching quality, nurturing genuinely innovative talents.
Currently, an urgent issue that needs resolution is how to construct a virtuous cycle that attracts excellent teachers while nurturing outstanding students. A reasonable supervisory mechanism should be established within schools, setting up specialized teaching quality monitoring bodies that regularly evaluate and provide feedback on teachers’ teaching situations and students’ learning outcomes to enhance overall teaching quality. Only through this approach can the shift from “exam-oriented education” to “quality-oriented education” truly be realized.
Student Initiative and Educational Atmosphere
During higher education, students’ initiative and learning attitudes directly affect their academic achievements. An ideal learning environment should encourage students to ask questions, share viewpoints, and challenge existing knowledge. In this context, good teacher-student interaction becomes particularly important. Teachers should not only be knowledge transmitters but also need to act as guides for students in their exploration of learning.
If students in university life rely solely on classroom knowledge without pursuing deeper understanding and exploration, they will face a deficiency of knowledge. Therefore, encouraging students to self-learn and explore, as well as fostering critical thinking and innovative capabilities, becomes especially important. In many top universities abroad, discussion-based classroom learning is a standard configuration, encouraging students to develop independent thinking through debate and discussion.
As a result, the entire education system should strive to create a good learning environment for students to cultivate their self-driving capabilities. This can be achieved through enriching extracurricular activities, facilitating teacher-student exchanges, and hosting various lectures and forums to enhance students’ interests in learning. Additionally, establishing interest-based group study and research while providing interdisciplinary course options will further help stimulate their potential and creativity.
Comparing and Learning from Eastern and Western Educational Systems
There are significant fundamental differences between Eastern and Western education philosophies. Western universities generally emphasize the cultivation of innovation abilities, critical thinking, and academic freedom, sharply contrasting with the exam-oriented culture prevalent in Chinese universities. In many prestigious institutions in the United States and Europe, course content is often not bound by traditional subject divisions but emphasizes the integration of different disciplines, promoting the comprehensive development of students. Moreover, Western education emphasizes a “loose admission and strict graduation” policy, with high elimination rates, compelling students to put in more effort to maintain their academic performance.
In contrast, Chinese universities often face a “lenient admission and strict graduation” situation, where many students, although they nominally obtain degrees upon graduation, find their actual academic abilities and qualities difficult to satisfy employers. This situation places university graduates at a greater disadvantage in the job market, and consequently, excellent research and academic achievements are suppressed.
Therefore, while Chinese universities learn from the successful experiences of Western education systems, they should also creatively reform based on the actual conditions of their own education. For example, increasing practical components and experimental opportunities within course settings, enhancing the frequency of teacher-student interactions and exchanges, will help improve students’ practical capabilities and creativity. By adopting more diversified assessment methods, schools can promote the comprehensive improvement of students’ qualities, cultivating truly usable talents for future society.
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