改革开放以来小学生减负政策的发展特征、局限与展望

Development Characteristics,Problems and Prospects of the Policy of Primary Students’ Academic Burden Alleviation since the Reform and Opening up

小学生"减负"是基础教育领域着力解决的重点问题。改革开放以来,减负政策在政府管理监督方面一直弱化对学生的选拔,其他方面以新时代为转折点,存在着从逐渐弱化到有限强化学校教育教学、从放任到规限社会力量办学、从引导家长成为减负配合者到成为减负主体的发展特征。依据"减负实效性"和"能否引起教育分层"两条标准,发现减负政策存在以下局限:弱化学校教育教学忽视了学习负担的阶层差异;禁止设重点校(班)与传统的教育政绩观相矛盾;就近入学的减负功能具有阶层差异;治理社会力量办学的措施不完善。新时代小学生减负政策一方面要确立适度学习负担、合理全面发展的减负目标;另一方面要优化策略,包括转变教育政绩观、强化学校教育责任、开展"多校划片"入学和加强治理社会力量办学。

Primary school students’ academic burden alleviation is the key issue to be solved in the field of elementary education.After the reform and opening up,academic burden alleviation policy,from the perspective of government management and supervision,insisted on weakening the selection of students.And the new age as a turning point had shown development characteristics from gradual weakening to limited strengthening of school education and teaching,from indulging to restricting of social forces in running schools,and from guiding parents to become the partner to the subject of academic burden alleviation.According to the two standards of"the effectiveness of reducing workload"and"whether to cause educational stratification",it is found that the academic burden alleviation policy has the following limitations:first,weakening school education and teaching ignores the class difference of learning burden;second,banning the establishment of key schools(classes)contradicts the traditional view of educational achievement;third,the load reduction function of nearby enrollment policy has class difference;and fourth,measures to govern social forces in running schools are not perfect.In the new era,the academic burden alleviation policy of primary students should set goals of pursuing rational comprehensive development and maintaining moderate learning burdens.Meanwhile it should optimize strategies,including changing the concepts of educational achievement,strengthening the educational responsibilities of schools,carrying out multi school district admission and strengthening the governance of social forces to run schools.