The 24-year postgraduate examination has ended, and the scale of this year's examination has decreased compared with previous years, with a total of 360,000 absences. In the process of the exam, the phenomenon of abandoning the exam cannot be ignored, even to the point that there are only 8 people left in the end. This brings us to a series of questions and reflections. This paper will analyze the 24-year graduate school abandonment rate, and ** the situation of students who abandon the examination and the impact on future landing opportunities.
According to the invigilator, the overall proportion of students who abandoned the exam was close to 30%, and about 1.2 million people chose to give up the exam. In some test rooms, 1/3 of the students did not show up, and in some cases, only 6 people showed up. In the end, only 8 people were left to insist on the test to the end. There can be many specific reasons for the phenomenon of test abandonment, such as insufficient preparation, lack of self-confidence, unsatisfactory test content, and so on. However, these students who have dropped out of the exam do not pose much of a threat to the normal re-examination, because regardless of the number of students, passing the national line is the key to getting a chance to go ashore.
The phenomenon of abandonment reflects the fierce competition and the pressure on students. Among them, the reasons for abandoning the exam include lack of adequate study preparation, unoptimistic prospects for the re-examination, self-doubt, etc. Some students would rather find an excuse to give up on the exam than face possible failures and criticism. In addition, some students felt that their performance could not meet the requirements for passing the line, so they chose to give up early to avoid wasting time and energy. Of course, there are a small number of students who are unable to take the test due to physical reasons or unexpected factors. In general, students who abandon their exams do not have much impact on the cross-border of the national line, because they choose to give up because they are not well prepared.
For the 24-year graduate students, as long as they persist until the end, the opportunity to go ashore still exists. Especially students who excel in mathematics have a greater advantage. Mathematics 1 and Mathematics 2 in '24 are generally more difficult, and if candidates have expertise and can perform well in this area, they will win themselves a greater chance. Especially in the interview session, excellent math scores will make candidates more favored. Considering the 24 years of graduate school entrance examinations, it is likely that we will continue to face similar challenges every year in the future. However, crossing the national line does not mean that the landing is successful, as the cut-off score for the number of admitted students may be higher than in previous years. Therefore, students need to continue to work hard to prepare for the re-exam, not let their guard down, keep in touch with teachers and seniors, and prepare for the interview.
Whether it's a student who drops the exam or a student who makes it to the end, the opportunity to go ashore is still there. The postgraduate entrance examination competition is a comprehensive evaluation process, not only limited to the written test results. The weight of interviews gradually increases, and if you can make a good impression on the interviewer, then the chances of success on the shore will be greatly increased. Especially in the 24-year postgraduate entrance examination, the competition base is small, which means that the admission score is likely to be higher than in previous years. In this case, students need to work harder to prepare for the re-examination and improve their competitiveness. At the same time, students can actively communicate with teachers and seniors to understand the experience and skills of the interview, and fully prepare for their own interview.
Although the number of people who abandon the test is relatively large, accounting for nearly 30%, it does not mean that the chances of landing will be greater. The number of students who abandon the test does not have much impact on the results of the normal retest. Over the years, the landing rate has remained at a relatively average level, despite the fact that students have dropped out of the exam every year. Therefore, the increase in the number of students who have dropped their exams does not provide much benefit to other candidates. Correspondingly, as the base decreases, the score line rises relatively, resulting in a corresponding increase in the height of the national line. This situation shows that there is no inevitable relationship between abandonment and the opportunity to go ashore. Therefore, we should realize that the national line cannot only be used as the only criterion for going ashore, but also lies in its own strength and efforts.
The more students who abandon the test, it does not mean that the chances of other candidates will increase. Past experience has shown us that even with the increase in the number of abandonments, there has been no significant fluctuation in the landing rate. This shows that students who abandon the test do not have much impact on other candidates. In fact, as the application base decreases, so does the cut-off score, reflecting the increased competition. Therefore, if you want to succeed on the shore, you must rely on your own preparation and hard work, and you can't hope for the opportunities brought by others abandoning the exam. The national line is only a reference standard, and what really determines the candidate's ability and strength to stay is their own.
The abandonment rate of the 24-year postgraduate entrance examination has increased compared with previous years, but it will not have much impact on the chances of other candidates going ashore. Despite the large number of students, there is no correlation between the number of students who have dropped out of the examination and the opportunity to go ashore. The key lies in the individual strength and readiness of each candidate. Whether it's a student who drops the test or a student who makes it to the end, the challenges are similar. Only by persevering, going all out to prepare for the re-examination, and maintaining communication with teachers and seniors, can we increase the chances of going ashore. In the face of the increase in the number of students who have dropped their exams, we should see that the national line is not the only criterion for measuring the chances of going ashore, the most important thing is the strength and hard work of students. Therefore, regardless of our graduate school entrance examination results, we should stick to our goals and strive for our future.