1.2 The Challenges in the Current System 1.2 當前系統中的挑戰

Chapter 1: Introduction - Redefining Success in Education

第一章：引言 - 重新定義教育中的成功

1.2 The Challenges in the Current System

1.2 當前系統中的挑戰

1.2.1 Educator Burnout

1.2.1 教育者的倦怠

English:

Teachers, often described as the backbone of the education system, face immense pressure to meet institutional benchmarks. This pressure is intensified by oversized classes, administrative workloads, and constant assessments.

Burnout is increasingly common, with many educators reporting mental fatigue, reduced motivation, and even exiting the profession altogether. A survey conducted by global education organizations highlights that over 40% of educators feel their work-life balance is poor, leading to declining job satisfaction and performance.

The overemphasis on outcomes such as test scores and school rankings marginalizes teachers’ autonomy and creativity. Instead of being empowered to innovate and adapt to students' needs, they are often relegated to the role of delivering pre-designed curricula.

中文：

教師經常被形容為教育系統的中流砥柱，但他們面臨著巨大的壓力，以滿足機構設定的基準。這種壓力因過大的班級規模、繁重的行政工作以及持續的評估而加劇。

倦怠現象日益普遍，許多教育者報告精神疲憊、動力下降，甚至選擇離開教職。全球教育機構進行的一項調查顯示，超過40%的教師認為工作與生活的平衡很差，導致工作滿意度與績效下降。

對考試成績與學校排名等結果的過度重視，削弱了教師的自主性與創造力。他們往往被限定於執行預設課程，而非被賦權去創新與適應學生需求。

1.2.2 Lack of Innovation

1.2.2 缺乏創新

English:

The systemic focus on standardization has stifled innovation in the classroom. Creativity in teaching is often sacrificed to ensure that students perform well on standardized tests. Innovative approaches, such as project-based learning, interdisciplinary teaching, or the integration of technology, are often viewed as secondary to achieving measurable outcomes.

As a result, students miss opportunities to engage with real-world problems or develop skills like critical thinking and problem-solving. The system's rigidity discourages experimentation, making it difficult for educators to explore new methods or integrate emerging technologies into their teaching.

中文：

系統性地強調標準化，抑制了課堂上的創新。為了確保學生在標準化考試中取得好成績，教學中的創造力往往被犧牲。像是基於項目的學習、跨學科教學或科技整合等創新方法，通常被視為次要於可衡量的結果。

因此，學生錯失了與現實問題互動的機會，無法培養如批判性思維與解決問題的技能。系統的僵化性質令教育者難以嘗試新方法或將新興技術融入教學中。

1.2.3 Declining Student Engagement

1.2.3 學生參與度的下降

English:

When education becomes a series of metrics to achieve, student engagement naturally declines. Learners are treated as numbers in a system designed to push them toward predefined goals, with little room for individuality or passion.

Research indicates that student engagement has been steadily decreasing, with many reporting a lack of interest or relevance in what they are learning. Traditional approaches often fail to connect with students' real-world interests, leading to disengagement and lower retention of knowledge.

Moreover, rigid structures and teaching to the test fail to account for diverse learning styles, further alienating students who struggle to conform to standardized expectations.

中文：

當教育變成追求指標的過程，學生參與度自然下降。學生在一個旨在推動他們達到預定目標的系統中被視為數字，缺乏表達個性或激情的空間。

研究表明，學生參與度正在穩步下降，許多人表示對學習的內容缺乏興趣或相關性。傳統方法往往無法與學生的現實興趣產生聯繫，導致學生投入度降低與知識保留率降低。

此外，教學中針對考試的僵化結構未能考慮多樣化的學習風格，進一步疏遠了無法適應標準化期望的學生。

1.2.4 Institutional Limitations

1.2.4 機構的局限性

English:

The focus on institutional growth often diverts resources away from student-centered initiatives. Large-scale expansions prioritize infrastructure and enrollment at the expense of teacher training, innovative programs, or student well-being.

This approach also fosters an environment of competition, where schools and universities vie for rankings rather than collaboration. It creates a hierarchical system where success is measured by external validation rather than internal growth.

中文：

對機構成長的關注，常常使資源遠離以學生為中心的計劃。大規模的擴展更注重基礎設施與招生，而忽略了教師培訓、創新項目或學生福祉。

這種方法還助長了競爭的氛圍，學校和大學在排名上競爭，而非合作。它創造了一個以外部驗證而非內部成長來衡量成功的等級制度。

Call to Action:

改變的呼籲：

English:

To address these challenges, there is a pressing need to shift from institutional-centric models to ones that empower educators and engage learners on a deeper level. By adopting principles of the "one-person company" framework, education can refocus on fostering meaningful connections, encouraging creativity, and promoting sustainable practices that benefit both educators and students.

中文：

要解決這些挑戰，迫切需要從以機構為中心的模式轉變為賦權教育者並深層次參與學習者的模式。通過採用“一人公司”的原則，教育可以重新聚焦於建立有意義的聯繫，鼓勵創造力，並促進對教育者和學生都有益的可持續實踐。

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