中小学生学业负担归因及减负路径选择——知识生产模式的视角

Attribution of academic burden and selection of burden reduction path of primary and secondary school students:a perspective of knowledge production model

对“双减”政策出台后全国十余省(区、市)中小学生学业负担问卷调查结果进行归因分析,发现传统知识学习模式是引发学业负担的主要因素。从知识生产视角出发,提出知识学习应遵循知识生产的逻辑和规律,学习模式应该随着知识生产模式的转型而转变。结合知识生产新模式的主要特征重新审视知识学习的目的、内容、方法和评价方式,提出减负的有效路径包括坚持知行合一、学以致用,促进学生全面发展;聚焦学生核心能力,形成高质量学习结果;拓展知识学习空间,构建协同育人体系;改进学习评价制度,探索开展综合能力增值评价。

The results of the questionnaire survey on academic burden of primary and secondary school students from more than ten provinces in China after the implementation of the“double reduction”policy(i.e.,a set of rules to ease the burden of excessive homework and off-campus tutoring for young students)are analyzed,suggesting that the traditional knowledge acquisition pattern is the main factor triggering the academic burden.From the perspective of knowledge production,it is proposed that knowledge acquisition should follow the logic and laws of knowledge production,and the learning pattern should align with the transformation of knowledge production pattern.Combining the main features of the new knowledge production pattern to re-examine the purpose,content,method,and evaluation of knowledge acquisition,it holds that the effective burden reduction pathways include adhering to the integration of knowledge and action,applying knowledge to practice,and promoting students’all-round development;focusing on students’core competencies to form high-quality learning results;expanding the space of knowledge acquisition to build a collaborative education system;improving the learning evaluation system and exploring the value-added evaluation of comprehensive capabilities.