中小学生减负:焦点变化、致因分析与破局思考——从“双减”政策说开去

Burden reduction for primary and middle school students:key point changing,case analysis,and thinking of breaking through the predicament based on the perspective of"double reduction"policy

从“双减”热点政策出发,对中小学生减负进行历史回溯,揭示学生学业减负的一贯问题表现、主要致因及中心任务等呈现出的历史顺延性,以及贯穿始终的“规范教学行为”和“弱化选拔”两条主线。探讨“双减”政策的全新追求:规范学校办学方面,从有限弱化教学到自觉强化育人;教育管理与评价方面,从强化政府监督的完善到促进升学选拔的多元化;社会力量办学方面,从学校内部消极抵制到全社会规定、限制与治理;家长支持方面,努力实现从配合者到参与主体的角色转变。多维视角下,减负难的复杂致因主要有精英主义人才培养观念、学校“唯升学论”教育政绩观、家长认识误区、应试思维宰制教育实践等。减负难题要实现有效破局,应该走向系统设计与多方深度参与:教育治理上,要转变教育“恶治”,树立和践行“善治”“共治”理念;学校管理上,要尊重和肯定教师劳动,强化家校共育,形成互助机制;教师赋能层面,保障其教学研究与专业提升机会,提升教师质量;家庭助力层面:增强家长责任意识,引导其付诸实质行动。深思中小学生减负的前路,中小学生减负需坚守的关键原则:一是认识到减负工作的持久性;二是坚持以复杂性思维审视减负问题;三是杜绝减负工作的负担转嫁倾向;四是避免将减负工作视同于学习的松懈。

From the hotly discussed policies of"double reduction",this paper retrospect the history of reduction for domestic primary and middle school students,revealed that it was extend accordingly in the consistent performance of students'study overload,main reason,center mission,etc.,and run through by two main clues which are"regulating teaching behavior"and"weakening selection".But there are some new practice pursuit,from limited weakening teaching to strengthening educating people actively on regulating school education,from strengthening government's proper supervision to promote the diversification of students'school admission and selection on teaching management and evaluation,from resistant passively on the campus to regulating and governing all over the whole society on harnessing the school running by society,from the collaborators to independent subject on parental supports.From multidimensional perspective,it is hard to reduce the academic burden because of elite talent view,school admission-oriented achievement view,parents'misunderstanding,educational practice controlled by exam-oriented thinking.Base on the above all,the burden reduction problem might be broken only by systematic design and deep multi-participation,such as turning the invalid governance way to benign and common governance;to form mutual aid mechanism by affirming and respecting teacher's work,strengthening communication between school and family;to improve teacher quality by endowing teacher the space-time of teaching research and professional improvement on teacher empowerment;to take importance to substantive participation and enhance the family-school co-education on parental assistance.In future,we should abide by the key principles as follows:to recognize the persistence of reduction work,to stick to analyze the school students'burdens with complexity thinking,to eliminate load transfer of burden reduction work,to avoid equating burden reduction with study relaxation.