“双减”政策评估的利益相关者视角:以教师教学表现为依据

Stakeholder Perspective of“Double Reduction”Policy Evaluation:Based on Teachers’Teaching Performance

教育政策评估是调控政策执行过程、合理配置资源并决定政策持续进行与修正的基本依据。伴随着政策评估方式的改进,注重利益相关群体的第四代评估成为趋势。在“双减”政策执行过程中,教师教学表现是衡量课堂教学提质增效及课后服务效果的重要依据。经调研发现教师群体的整体表现情况良好,学生负担得以减轻。但在教学设计的备课时间有待保证,课堂教学质量需要进一步提升,学生的作业负担有待缓解,课后服务保障机制需要改善,特定教师群体在教学表现上尚有差距。该文从推动“双减”政策的落地见效及深入推进,借助集体备课的形式提高教学设计水平并确保备课时间,打造高质量的课堂教学,创新作业的设计理念、类型和标准,建构完善课后服务保障机制,给予特定教师群体多样化的支持等方面,提出“双减”政策评估的改进建议。

Education policy evaluation is the basic basis for regulating the policy implementation process,allocating resources reasonably,and determining the continuous implementation and revision of policies.With the improvement of policy evaluation methods,the fourth generation evaluation focusing on stakeholder groups has become a trend.During the implementation of the“Double Reduction”policy,teachers’teaching performance is an important basis for measuring the quality and efficiency of classroom teaching and the after-class service effect.After investigation,it was found that the overall performance of the teacher group was good and the burden of students was reduced.However,the preparation time of teaching design needs to be guaranteed,the quality of classroom teaching needs to be further improved,the burden of students’homework needs to be relieved,the afterschool service guarantee mechanism needs to be improved,and there is still a gap in the teaching performance of specific groups of teachers.This paper puts forward suggestions for improving the evaluation of the“Double Reduction”policy from the following aspects:promoting the implementation of the“Double Reduction”policy to take effect and promote it further,improving the level of teaching design and ensuring the time of preparing lessons by means of collective preparation,creating high-quality classroom teaching,innovating the design concept,type and standard of homework,constructing and improving the after-school service guarantee mechanism,and providing diversified support measures to specific teachers.