Since the Meiji Restoration, Japanese university entrance examinations have evolved through four major stages, each reflecting shifts in societal, economic, and educational needs. These stages include: the era of independent university enrollment, which focused on knowledge and moral guidance; the unified admission stage, aimed at meeting societal demands; the dual-examination system, balancing both knowledge and skills; and the current two-stage examination model, emphasizing “survival skills” and practical abilities. The reform of these examinations has been shaped by both external influences, such as changes in economy, society, and culture, and internal factors, including innovations in educational philosophy and the drive for improved educational quality. In terms of system design, the adaptability of Japanese entrance exams in guiding the development of students’ educational qualifications is supported by three key mechanisms: the twostage exam structure that addresses the diverse developmental needs of students, flexible subject choices that encourage varied growth, and the staged progression model that aligns high school education with university requirements. Drawing on the experiences of Japan, this paper proposes recommendations for optimizing China’s university entrance examination system. These include balancing standardization and autonomy, strengthening the connection between high school and university curricula, adapting exam content to students’ developmental stages, and creating a comprehensive quality evaluation system that supports mutual selection between students and universities, fostering well-rounded student development across multiple dimensions—morality, intellect, physical fitness, aesthetics, and labor.