Recently, in elementary school exams in Nanshan District, Shenzhen, there has been widespread discussion among netizens about an incident where the math exam time was extended by 20 minutes due to overly difficult questions. One of the questions in the exam paper was, “Among the following idioms that describe the event, ( ), the probability of occurrence is the smallest,” with four options: “Haidilao Needle,” “Fruits Ripen and Fall,” “Sun Rises in the East,” and “Water Drops Wear Through Stone.” Some parents believe this is an overreaction, turning it into a Chinese language test, and some teachers also think math should avoid excessive complexity. However, opportunistic parents believe that interdisciplinary testing is the future focus, and adapting early can help students not fall behind in middle school. Some netizens also said that the questions are more connected to real life, allowing students to apply knowledge from various subjects to solve everyday problems.
Both viewpoints seem to consider students: one aims to reduce their learning pressure and test “true” learning outcomes; the other considers their future, hoping they can gain an advantage in their academic careers. But in fact, both are just ways to cultivate “eight-legged essay” opportunists who excel in bourgeois academic pursuits.
Zhongxiu (the middle school education reform advocates) boast about educational concept innovation, interdisciplinary questions, and close-to-life scenarios. However, because elementary students are immersed in “eight-legged essay” education from a young age and lack rich life experience, they naturally find it difficult to understand so-called contextualized questions. As a result, some teachers support “more concise and straightforward” questions, making “the math problem itself just math,” but this also means students continue on the path of escaping reality through “eight-legged” questions, which cannot change their disconnection from labor and real life.
The so-called “non-repetitive questions” to prevent students from winning by rote memorization, and the continuous updating of question banks leading to more difficult and strange questions, reflect the exhausted state of Zhongxiu’s education system. Currently, with education disconnected from labor, the so-called research personnel can only create increasingly difficult and strange questions out of touch with reality, rather than guiding students to solve real-world problems and practice their knowledge. Chairman Mao said, **“The current examination methods are methods to deal with the enemy, not methods for the people. Implementing surprise attacks, setting strange and bizarre questions that are hard for students to grasp—this is the way of “eight-legged essays.” I believe this type of exam should be thoroughly reformed. I advocate openly releasing exam questions to students, letting them research and study on their own, and doing the questions from books.”** **“In Chinese history, all the top scholars (Zhongzhuangyuan) did not have true talent and learning... Don’t place too much importance on scores.”** Today, with the rampant difficulty and strange questions, the situation of controlling education through scores cannot be expected to be fundamentally reformed just by shouting slogans. The real solution is to carry out another socialist revolution, integrating education with labor, to truly cultivate intellectuals capable of solving real problems and contributing to the people.
This set of questions truly makes people feel directly the destruction of students by the Zhongxiu government. Students learn these irrelevant and convoluted rote questions in school from a young age; what can they learn? Can they learn labor skills, science and technology, or the true morals of communism? It’s no wonder that students coming out of Zhongxiu schools have parasitic thoughts and a detachment from social reality, and it can even be said that the higher the education level of the so-called “study gods,” the more sloppy and parasitic they are.
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The Zhongxiu Education Bureau had already launched a new version of the curriculum standards in 2022, requiring reforms to the education system. Ultimately, in 2024, they fully reformed the textbooks, introducing new editions such as the People’s Education Edition, Foreign Language Edition, and others. How the Zhongxiu government views education issues can be seen from this.
Now, in the Nazi China education sector, the most popular concepts are extremely abstract capitalist junk such as “big unit concepts,” “interdisciplinary teaching,” and “cultivating humanistic literacy.” Not only do students have to learn the rigid, dead-end essays, but they also need to interpret the psychological intentions of examiners, analyze texts and discourses (for liberal arts subjects), which is purely a method to cultivate servants—children of the exploited classes learn to flatter and curry favor from an early age, becoming servants of teachers in school, and later, servants of bosses.
Take English as an example: if the old textbooks were mechanical and rigid essays, the new textbooks add even more nationalist and disgusting fumes to these rigid essays. Zhongxiu likes to say that learning English is to “tell China’s story well”—but whose class does this so-called “China’s story” belong to? Unfailingly, it belongs to the bureaucratic monopoly bourgeoisie. They often require students to learn how to express China’s achievements in English, how glorious ancient Chinese “culture” was, fostering so-called “national pride.”
They also promote the cultivation of “humanistic spirit,” emphasizing core literacy in English, cultivating children’s “cultural awareness, thinking quality, learning ability,” etc., claiming that "language knowledge provides linguistic elements for discourse construction and meaning expression; cultural knowledge lays the foundation for humanistic literacy, fosters scientific spirit, and forms good character and correct values; language skills provide ways for students to acquire information, construct knowledge, express ideas, and communicate feelings; learning strategies offer specific methods to improve learning efficiency and effectiveness."
But in reality, they are just promoting ideas like “being loving and filial with family (which is filial piety!),” “being content and happy (which is to be a good servant!),” and “living a healthy, colorful, meaningful life (which is to find beauty in servant life!)”—ultimately playing with the ancient Confucian slave philosophy from thousands of years ago, aiming to turn the children of the masses into servants and the children of the bourgeoisie into masters. Their so-called “new curriculum reform” is actually a return to the state of 2000 years ago (not that they weren’t like this before; on the contrary, they were, but the so-called new curriculum reform and textbook changes more clearly reveal their true nature), digging up Confucius, the political zombie, from the grave!
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