Recently, Chengdu, Fuzhou, Xiamen, Jinan, Quanzhou and other places have issued documents on safety education platforms, requiring schools not to require students or parents to complete learning tasks in any way, and it is strictly forbidden to report or disclose students' participation in the learning of safety education platforms in any way such as oral, bulletin boards, WeChat, etc.
For a time,Regarding the resurgence of the topic of safety education platforms, teachers and parents applauded in the face of the mandatory requirement to cancel the check-in of safety education platforms. As a special product of the information age, the safety education platform can be said to have gone through hardships and read the cold and cold of the world since its inception.
Under the "strong support" of all levels and departments in the form of assessment rankings, although there are twists and turns in the process of operation, all kinds of safety education platforms are still unfazed, and they can be regarded as moving forward with a heavy load. School arrangement, teachers teach, students learn, parents clock in.
Once upon a time, with the support of powerful network resources and information technology, all kinds of safety education platform apps have risen in a wave of doubts and complaints.
In fact, the safety education platform is rich in content, and it is in line with the actual situation of primary and secondary school students, and it is very targeted and operable. But the reality is that some students don't know how to study, some don't have mobile phones, and some don't have timeThe vast majority of learning is actually replaced by parentsStudents who should be the main body of learning have become "being studied", and what about parents, how much time and energy do they have?
Schools and teachers can't help it, they have to be notified and ranked, and they have to be assessed. In this way, the safety education platform is unpopular with all participants, schools are worried, teachers are worried, parents are complaining, and students who really deserve to be educated, but in the vacuum of education, they are at a loss.
Only talk about the form, do not look at the actual effect, learn for the sake of learning, mandatory punch-in, ** assessment, this is the biggest criticism of the safety education platform, and it has also made the safety education platform the target of public criticism, and everyone wants to punish it.
The education departments in many places have recently issued documentsAsking schools to stop forcing students to use all kinds of safety education platforms seems to indicate that a "liberation" of safety education platforms is coming. Then, at this point when various safety education platforms are in full swing and ushering in the rapid retreat, it is necessary to look back and reflect: what is the root cause of all this?
Admittedly,The safety education platform is rich in content and practical, and the original intention is also good. However, in actual operation, it has been frequently questioned, and even ridiculed by parents as a "parent homework platform". The reason for this is inseparable from the operating mechanism of the platform itself.
First, the task setting is detached from the actual situation of students. Topics such as traffic safety and HIV/AIDS prevention are too difficult and receptive to young students. Even if the content is suitable, the amount of preset learning tasks is often beyond the scope of students' time and energy, and parents have to complete it.
Second, the assessment and evaluation are in vain. The assessment of learning on the platform is often linked to the performance of schools and teachers. In order to meet the deadlines, schools and teachers had to urge parents to complete their tasks. The real evaluation of learning effect has been criticized by people with a heart for "focusing only on the form, not looking at the actual effect".
Third, the degree of socialization of the platform is insufficient. The vast majority of safety education platforms are operated by the first department, and the content and form of publicity are not as rich as those of commercial companies, which is difficult to attract young students to take the initiative to learn. Even if it is forced, it will eventually become a burden.
It can be seen that the root of the problem is that they do not regard students as the real subject in the process of operation, nor do they consider the time burden of parents, and even increase the administrative labor intensity of schools and teachers to a certain extent.
There is reason to believe that these problems are not impossible to improve. For example, set realistic learning content and task volume, establish an evaluation system that truly reflects the learning effect rather than the number of check-ins, and increase the interest and interactivity of the platform. There is room for improvement and possibilities.
However, this requires the platform operator to have a correct mentality, face up to the problem, actively and sincerely listen to the opinions of all walks of life, and continuously improve and innovate in technical means and management methods. Rather than simply and rudely delegating tasks, blindly asking students, parents and schools to "must be completed".