中学三年的课程,半年以至一年的时间都在复习。考察这一鲜明的中国特色,不难发现种种悖论。悖论之一:我们推崇的共识,实践中却反其道而行。我们主张:学生是主体,复习应该从学情出发,以学生为本。实际呢,我们总是以模拟试卷为中心,罔顾学生实际,并以“未来发展”的名义试图控制学生。我们倡导:重视基础,有序推进,从基础到能力。实际呢,从第一课开始,就充斥着终极难度的试题,似乎可以一步到位。我们强调:课本是考试大纲的重要载体,要回归课本。实际呢,课桌上堆满了资料和试卷,哪里 Secondary school three years of courses, six months to a year’s time review. To examine this distinctive Chinese characteristic, it is not difficult to find all sorts of paradoxes. One of the paradoxes: the consensus we all respected in practice is in the opposite direction. We advocate: Students are the main body, review should proceed from the situation of learning, student-oriented. Actually, we always take the simulated papers as the center, disregarding the students’ actual conditions and trying to control the students in the name of “future development”. We advocate: emphasis on basic, orderly progress, from the foundation to the ability. Actually, from the first class, it is full of the ultimate difficulty of the test, it seems that one step can be put in place. We emphasize: textbooks are an important carrier of the examination syllabus, to return to textbooks. Actually, the desk is full of information and papers, where