Previously, I saw that the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued an opinion on reducing the burden of student homework and off-campus training. (CPC Central Committee General Office and State Council General Office Issued "Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education" - Central Related Documents - Chinese Government Net (www.gov.cn))

From the opinion, it can be seen that one of its main purposes is still to alleviate the current parenting pressure on parents. However, the current situation still tends to be: parents do not have much energy to manage their children's extracurricular lives, while extracurricular activities often revolve around the "involution" of doing problems and studying problem-solving techniques, which have little significance. Students who go through the standard education process are often proficient in problem-solving techniques but do not have a deep understanding of the operational principles of society itself, nor do they possess high survival skills. Instead, they find it difficult to find leisure activities in their free time that are comfortable and socially acceptable.

On June 8th, a report in People's Daily commentary: Guarding Healthy Internet Use with Institutional Effectiveness (People's Daily Commentary) -- Theory - Communist Party of China News Net (people.com.cn), its main direction still revolves around avoiding excessive online gaming and consumption behaviors by minors. It requires increasing institutional construction regarding minors' online gaming.

I do not believe that simply implementing a blanket prohibition on all off-campus training activities, along with increased game regulation and anti-addiction measures, can effectively solve the problem, because: this is a "block." It prohibits students from publicly investing their time in meaningless activities, but it does not provide guidance, meaning it does not give students truly meaningful things to do.

Imagine families that are very wealthy, or parents with extremely high demands for their children's education. This might lead such parents to seek additional educational resources through underground black market transactions, which would fuel black market trade. There might even be institutions that choose to conduct training and education overseas.

Similarly, strengthening controls in the entertainment sector, aside from being able to reduce the gaming time of most players to some extent, since everyone's total leisure time has increased, it can only force players to find ways to bypass anti-addiction measures, such as switching servers or playing on overseas servers.

Obviously, at the current stage, the focus is on extracting students' free time. However, how to spend this free time must be reasonably managed by additional supporting policies, and the problem of parents' parenting pressure must be solved from the root.

From the policy orientation, the state does not want students to spend their time on problem-solving techniques. The intention is good, so there must be supporting facilities that can guide time toward activities with more practical significance. In plain terms, what is urgently needed now is a new, meaningful industry that can fully consume students' time.

From an official perspective, policy adjustments should increase the proportion of physical activities and social practice. For example, students could be required to have only Sunday as a day off each week. From Monday to Saturday, the morning would be dedicated to core academic subjects, while the afternoon would offer a wide range of elective options such as various musical instruments, vocal performance, painting, sculpture, dance, various sports, social practice, public speaking, philosophy, astronomy, mechanics, and many others. Students would freely choose several of these electives, which would count toward their humanities course grades. Students must select these subjects to accumulate the required humanities credits in order to complete their graduation requirements.

In actual implementation, numerous problems would inevitably arise. Consider the challenges of implementing a rotating class schedule: many schools may lack the capacity to provide such humanities education, necessitating inter-school rotation programs. Moreover, remote and underprivileged regions may still face unequal access to educational resources. Ensuring student safety and maintaining adequate facilities would also require substantial funding.

At the same time, it is evident that policy adjustments targeting students' developmental stages, while generally aimed at optimizing how students spend their free time, may directly disrupt competition in certain industries. In particular, the uncertainty generated for the education and training sector is likely to undermine investor confidence.

Compared to direct policy announcements or media reports, industry-influencing measures should consider expanding pilot zones before full implementation. For instance, provinces and cities with relatively abundant educational resources could be selected to adapt to the new model in advance, effectively allowing for a "gray release" of the policy. This approach would also provide investors and enterprises in related industries with sufficient time to consider and plan for transitions.