Emphasizing the primacy of competition and ignoring cooperation and care in school education is not conducive to the all-round development of students and should not be promoted. However, if you explain how to “implement” this idea incorrectly from a wrong and extreme hypothetical situation, the following content may be presented, but please make it clear that this is not a positive and correct educational concept.： **1. Teaching evaluation** 1. **Exam rules and rewards and punishments** -Formulate extremely strict and cruel examination rules. For example, any form of communication is strictly prohibited during the examination. Even eye gestures are regarded as cheating, and once found, severe punishment will not be given. This will make students highly nervous in the examination room, focusing only on answering their own questions, and not daring to be distracted at all to consider cooperating with others. -Excessive rewards and punishments for test scores. The top-ranked students are given huge scholarships, special honorary titles and hyped, while the bottom-ranked students are punished by public criticism, fines, and reduced evaluation qualifications. This huge gap will strengthen the sense of competition among students, making them only value their own achievements and ignore cooperation. 2. **Daily academic evaluation** -Arrange a large number of assignments and tasks that use personal performance as the only measure. For example, each classroom quiz is scored and ranked separately. Group assignments also account for a large proportion of personal performance, making students pay more attention to their personal performance in the competition, while weakening the cooperation and interaction in the group. -Frequent publication of academic performance rankings, accurate to the ranking of every student in the class, and updated weekly and monthly, creating an atmosphere of competition at all times, allowing students to take competition as the primary goal of learning, and have no time to take into account cooperation and care. **2. Class management** 1. **Seating arrangement and group division** -Seats are arranged in order according to the ranking of grades. Students with good grades sit in a prominent position in the front row, while students with poor grades are arranged in the corner of the back row. This kind of seating arrangement strengthens the differences in student performance, further exacerbates the sense of competition, and makes students feel that only by working hard to improve their performance can they get a better position, rather than making progress together through cooperation. -In group activities, groups are divided at will regardless of factors such as students' personality and complementary abilities, and group performance depends entirely on the students with the best grades in the group, resulting in students being divided into groups in order to highlight themselves and unwilling to cooperate with others. 2. **Organization of class activities** -Hold various activities of an individual competition nature, such as subject knowledge competitions, individual sports competitions, etc., with rich prizes and high honors. The high frequency of activities allows students to devote a lot of energy to individual competitions, but rarely have the opportunity to participate in class activities that require cooperation, such as class art performances, team sports competitions, etc., gradually dilute students' sense of cooperation. -In the management of class discipline, severe individual punishment measures are taken for students who violate discipline, emphasizing that individuals are responsible for their own actions, rather than guiding students to understand the problem from a collective perspective, ignoring the cultivation of mutual care and collective responsibility among students. **3. Teaching content and methods** 1. **Curriculum** -Increase a large number of difficult and high-intensity competitive subject courses, such as Olympiad mathematics, physics competition training, etc., and compress courses that cultivate students' cooperative ability and emotional care, such as social practice, artistic appreciation and other courses. Let students' study life mainly revolve around personal competition in difficult subjects, and they have no time to take into account cooperation and care-related content. -In the course explanation, only focus on the competitive application of knowledge. For example, when explaining math problems, it emphasizes how to quickly beat other students to get answers, rather than focusing on guiding students to explore different problem-solving ideas through cooperation, and cultivating students' team thinking and mutual learning ability. 2. **Teaching method** -Adopting a teacher-led indoctrination teaching method, teachers occupy an absolute dominant position in the classroom, students passively accept knowledge, and rarely have the opportunity to interact with classmates and learn cooperatively. This teaching method makes students accustomed to independent acquisition of knowledge and ignores the importance of cooperation in learning. -In the classroom question session, always choose a few students with good grades to answer questions, giving them more opportunities for performance, while paying less attention to students with general or poor grades. This will make students with average grades feel that they are at a disadvantage in the competition, pay more attention to personal achievement improvement, and it is difficult to form a cooperative atmosphere. But as mentioned at the beginning, this kind of education that emphasizes the primacy of competition and ignores cooperation and care is undesirable. Modern education advocates the cultivation of students' all-round development and pays attention to the improvement of cooperation ability, emotional care and other aspects of literacy.