A few days ago, some university websites and forums successively appeared the information of sale.
The old teaching materials with a price of more than 50 yuan can be taken away by giving money or buying other items as a bonus.
Here comes the rags.
No matter how new or expensive the textbooks are, they are all weighed according to the weight of waste paper.
” Said one student who was about to graduate.
In Beijing, the cheap sale of teaching materials is only a microcosm, and many old teaching materials of colleges and universities are quickly entering the ragged heap.
Near university graduation, unnecessary university teaching materials can only be sold as waste paper, and everyone will feel heartache.
In fact, old textbooks don’t have to be ragged, just as reading old books has certain advantages.
Many people like to collect old books to capture the sense of time passing.
Students who know how to learn tips also like to borrow the textbooks of elder martial brothers and elder martial sisters.
They can see some comments, records, feelings, etc.
on the books, which is also a rare harvest.
What’s more, the recycling of teaching materials has reached the stage of University, which has a material basis.
College students cherish textbooks more and no longer scribble like children.
However, it is a pity that the recycling system of college teaching materials has not been launched.
For one reason, the popular explanation is that college students do not have the willingness to reuse teaching materials – in the eyes of college students, using old books has no face, let alone students can not guarantee the health and safety of teaching materials.
The reality is that these are excuses, the key is that although our colleges and universities stand at the forefront of the times, they lack initiative.
For a simple reason, if colleges and universities do not build a platform for students to use textbooks repeatedly and provide health and other guarantees, how can our students learn to use textbooks repeatedly “from nothing”? Objectively speaking, there are many reasons for the low reuse rate of college textbooks.
For example, our primary and secondary school students seldom form the habit of using textbooks repeatedly.
It is understood that the average service life of textbooks in developed countries is 5-10 years, while the current service life of textbooks in China is only half a year.
Such a habit has no one to correct and naturally continues to universities.
For example, most people don’t develop the idea of saving paper, especially now that people have money, textbooks with tens of dollars and notebooks with a few dollars won’t be taken seriously.
Of course, more importantly, I’m afraid that the key factor in all the “obstacles” that hinder the reuse of university textbooks is the interests.
The school, teachers, teaching materials department and university press have formed a community of interests: teachers compile teaching materials, University’s own publishing house publishes them, teaching materials department purchases them, students purchase them, and the closed interest chain naturally leads to the difficulty of recycling the teaching materials.
From the above point of view, the reuse of teaching materials is not what students are willing to do.
As the experts said, the reuse of teaching materials seems simple, and it is not easy to implement.
It requires the concerted efforts of schools, students, parents, publishers and all parties in society to reach an agreement on ideological education, public opinion publicity, system and methods, and formulate a set of practical programs.
In my opinion, the society should increase the advocacy of environmental protection concept, so that the whole society can form the concept of environmental protection paper.
In addition, the key to the reuse of university textbooks lies in universities.
Now, some colleges and universities have realized the reuse of teaching materials, which just shows this point.
Therefore, colleges and universities should work out the system of reusing teaching materials from the top to further realize the interest cutting between teaching materials and colleges and universities.
Universities should also build platforms to promote the circulation of second-hand teaching materials, and provide equipment and resources for sorting and disinfection of second-hand teaching materials.
There are many obstacles in the reuse of college teaching materials, which is largely due to the fact that it is not a simple educational proposition, but a social level concept issue.
In this regard, colleges and universities have a great responsibility and should shoulder this important task.