I think China's exam-oriented education system is extremely terrible!

The low intensity leads to excessive pressure, which can be considered extremely harmful.
Both humanities and science subjects in high school only teach a small amount of content,
Regular high schools split into tracks in the second year, completing one cycle in two years,
Some key high schools start splitting in the first year, finishing a cycle in a year and a half.
At least three review cycles are usually done before the college entrance exam,
Just reviewing old material can take an entire year.
The result is that everyone is competing over unnecessary stuff:
Test creators have to craft questions within this pile of very basic knowledge,
Students have to guess how the test creators will twist this basic knowledge into tricky questions.
You can't say high school math isn't deep, but the depth is obviously far beyond what's necessary.
And what is the cost of that?
Take math as an example: in college, science and engineering majors first learn calculus;
Then they take college physics, rebuilding the foundation of physics with calculus,
While also keeping up with the progress in calculus next door;
Then they have to drag through mechanics, and better universities usually let you spend a couple of weeks reviewing advanced math,
Based on what you've learned in calculus.
Even the best science and engineering programs are tough, and economics is even more torturous,
First-year microeconomics uses high school limits and derivatives to derive the Slutsky equation?
Forget it, let's start with Marxist engineering, and in sophomore or junior year, students can self-study or take intermediate courses;
Econometrics in sophomore year is even worse—first-year calculus, second-year linear algebra,
Statistics is dragged into second semester, meaning students taking econometrics basically have no solid statistics foundation;
And economics departments usually teach econometrics based on math departments' syllabi,
Which don't cover confidence intervals and hypothesis testing, but without these, econometrics is basically useless,
So you still need to supplement math at the beginning of econometrics.
But in reality, calculus + linear algebra + probability and statistics,
Converted into high school class hours, with two math classes a day,
Completing all of it would take more than a year;
If these courses were offered in senior year, the difficulty of exam questions could be expanded in breadth,
And students wouldn't need to review those question types three times over and over.
This would also raise teachers' requirements, making teacher employment prospects better,
And university majors would connect more seamlessly.
So in OTL, what are the little high school students doing at this time?
They’re struggling with conic sections, staring at a bunch of surface and vertical/horizontal parallel lines,
Looking at derivatives and proofs, worried about whether using L'Hôpital's rule is out of scope!
Ask yourself honestly, does this stuff have any use later on?
Does the little bit of knowledge you learned in high school affect your college courses?
Do you use calculus much more in the following years than you did that little bit in high school?
The best years of understanding, thinking, and memory for these students are wasted on this stuff—
Don’t you think that’s a disaster for the country?