<section style="text-align: center;">1299</section><p></p><section data-layout-id="1" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">多数人的沉沦，其实正是从大学这四年开始的。</span></section><section data-layout-id="2" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">毫不客气地说，如今不少高校的育人模式，早已在不知不觉中，从“培养人”，变成了一套“消耗人”的流程。</span></section><section data-layout-id="3" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">前阵子我翻到《上海交通大学生存手册》，读完之后，只觉脊背发凉。</span></section><section data-layout-id="4" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">这本手册开篇便抛出一个近乎刺耳的判断——</span></section><section data-layout-id="5" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">国内绝大多数高校的本科教学体系，早已名存实亡。</span></section><section data-layout-id="6" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">一群怀揣求知欲、满身朝气的年轻人，带着对未来的期待走进大学，却几乎毫无保留地，将自己最宝贵的四年时间、人格塑造与人生方向，全盘托付给学校。</span></section><section data-layout-id="7" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">而正是这种错位的信任，让大学“育人”的初衷，一步步滑向了“废人”的现实。</span></section><section data-layout-id="8" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">本科教育的崩塌，首先体现在：</span></section><section data-layout-id="9" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">学生的成长，与学校几乎无关。</span></section><section data-layout-id="10" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">很少有人真正关心——</span></section><section data-layout-id="11" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">一名本科生，四年之后，会成长为怎样的人。</span></section><section data-layout-id="12" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">校领导的重心永远放在实验室建设、学科评估、世界排名上；</span></section><section data-layout-id="13" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">教授的核心任务，是发表论文、完成科研指标、争取项目经费。</span></section><section data-layout-id="14" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">相比之下，花大量精力引导几百名本科生真正理解一门知识，几乎是“性价比最低”的事情。</span></section><section data-layout-id="15" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">带好硕士、博士，能出成果；</span></section><section data-layout-id="16" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">教好本科生，却几乎换不来任何可量化的回报。</span></section><section data-layout-id="17" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">于是问题来了——</span></section><section data-layout-id="18" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">在这样一套评价体系下，又有谁会真正为本科生的未来负责？</span></section><section data-layout-id="19" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">对许多老师而言，科研才是主业，教学只是副业。</span></section><section data-layout-id="20" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">课堂成了必须完成的任务，而非值得投入心力的事业。</span></section><section data-layout-id="21" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">教材多年未更新；</span></section><section data-layout-id="22" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">课程内容严重滞后；</span></section><section data-layout-id="23" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">讲台上照着 PPT 逐字念，</span></section><section data-layout-id="24" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">台下学生听不听得懂、会不会运用，全成了“个人问题”。</span></section><section data-layout-id="25" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">一旦有人跟不上节奏，得到的回应往往只有一句：</span></section><p></p><blockquote style="margin: 0.0px 0.0px 0.0px 15.0px;font-size: 15px;font-weight: 400;line-height: 1.8;margin-bottom: 24px;"><section style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">“别人能听懂，你为什么不行？”</span></section></blockquote><p></p><section data-layout-id="27" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">于是，“学不会”被轻易归因为不用功、不聪明、不够努力。</span></section><section data-layout-id="28" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">教学本身是否存在问题，反倒从未进入讨论。</span></section><section data-layout-id="29" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">在学校真正关心的本科生指标中，<span textstyle="" style="font-weight: bold;">只剩下一个——就业率。</span></span></section><section data-layout-id="30" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">这是唯一与学校利益直接挂钩的数据。</span></section><section data-layout-id="31" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">到了大三、大四，学校便开始轮番“动员”：</span></section><section data-layout-id="32" style="font-size: 17px;font-weight: 400;color: rgba(0,0,0,0.9);line-height: 1.8;margin-bottom: 24px;"><span leaf="">先就业，其它都是后话。</span></section><section data-