从“减负”到“双减政策”：兼谈中国基础教育生态的治理

Abstract

Since the Opinions on Further Reducing the Burden of Homework and Off-campus Training for Students in Compulsory Education (abbreviated as the “Double reduction policy” Opinions) issued at the end of July 2021, as the “No. 1 Project” in the field of education, the double reduction policy has triggered discussion and reflection in the academic community and society from the original intention of the policy to its implementation. The “double reduction policy” includes 30 key points in eight major aspects. The main measures include: comprehensively reducing the total amount and time of homework, improving after-school service level, comprehensively standardizing after-school training behaviors, improving the quality of education and teaching, and strengthening supporting governance, which reflects the first principle of “student-oriented”. In this context, whether and how the “double reduction” policy can solve these problems and achieve a benign education ecology has become a hot issue concerned by all circles. Since the Ministry of Education first proposed the “Burden reduction” policy in 1955, China has issued more than 50 relevant policies to address the practical problem of students' excessive academic burden. Although these “Burden reduction” policies are large in number and density, but they fluctuate greatly and have short cycles, have no end, and have no details. The lack of supervision has put the government in the awkward position of “reducing the burden of students more and more”. How to realize the implementation of “burden reduction” policy and realize the virtuous circle of education ecology has gradually become a public education issue from personal problems, and become a focus issue in the field of education policy and people's livelihood. This paper reviews the course of “burden reduction”policy with this kind of problem awareness, and analyzes the background, connotation and concept of “double reduction policy”, and explore how to realize the virtuous circle of education ecology. This paper recognizes that the “double reduction policy” is an important measure to solve the problem of educational ecological imbalance from its connotation to its concept, and the implementation of the “double reduction policy” is a powerful means to achieve equitable and balanced development of education in China. However, in the context of the rigid demand for students to make up their lessons, a one-size-fits-all approach to the teaching and training industry may lead to another kind of “unfair education”. Based on the complexity of the implementation of the “double reduction policy”, it is necessary to consider the problem from a comprehensive and dynamic perspective. It is necessary to seek effective implementation paths from the perspectives of evaluation criteria, value orientation and participants, so as to create a good education ecology.