In recent years, with the increasingly fierce competition in education, the phenomenon of make-up classes has become more and more fierce in various places. Many students choose to participate in various cram classes in their spare time, hoping to improve their academic performance. However, there has also been controversy about the rights and wrongs of make-up classes. For this question, the views of the well-known educator Zhang Xuefeng are worthy of our in-depth consideration.
Zhang Xuefeng believes that making up classes is not necessary. His reasoning is that the key to students' performance lies in whether they can make full use of class time, listen carefully and think actively. If students are able to do this in the classroom, then their academic performance will naturally improve and there will be no need to reinforce it through make-up classes. On the contrary, if students are unable to concentrate in class or do not develop good study habits, it will be difficult to achieve the desired results even if they attend cram classes.
Zhang Xuefeng's views are not groundless, but based on in-depth understanding and long-term observation of students' learning patterns. We know that learning is a complex process that involves multiple factors. Among them, classroom listening is the most basic and important link. This is because the knowledge points taught by teachers in the classroom are carefully selected and organized, which has a crucial impact on students' learning. If students can grasp every moment in class, think positively, and ask questions, then they will not only be able to grasp the knowledge points, but also develop the right learning methods and ways of thinking.
In contrast, although make-up classes can help students consolidate knowledge and improve their academic performance to a certain extent, it is not a panacea. On the one hand, cram schools often only focus on students' weak links for intensive training, which lacks systematization and coherence. On the other hand, attending cram classes can put extra burden and pressure on students, affecting their normal learning in school. In addition, some students may become dependent because they have attended cram schools, thinking that they have mastered the knowledge points, so they will not be seriously engaged in the lectures.
Of course, this is not to say that make-up classes are completely unnecessary. For some special circumstances, such as students with severe learning disabilities and the need to improve their abilities in a certain area, appropriate make-up classes can help improve the learning effect. However, this does not mean that every student needs to attend a cram school. Each student has their own learning characteristics and needs, and only by providing targeted tutoring according to the actual situation can we truly play the role of supplementary classes.
To sum up, Zhang Xuefeng's point about making up classes is reasonable. Students' academic performance should not only rely on make-up classes, but should focus on the cultivation of classroom listening and self-directed learning ability. At the same time, we should also look at the phenomenon of make-up classes rationally, and make choices and arrangements according to the actual situation of students. Only in this way can we truly give full play to the value of education and help students grow up healthily and holistically.