“双减”政策阻抗的认识论困境——基于马克思唯物辩证法的现象直观

Epistemological Dilemma and Solution to the Problem of Double Reduction Policy Impedance from the perspective of Marxist Dialectics

新基础教育改革以来,“双减”政策从本质上触及了教与学的核心利益关系,揭开了教育生活世界中诸多对立与分离的假象。然而,在“双减”政策实施过程中,却出现了教育中常见的阻抗现象。从教育行政领导到一线教师和家长的阻抗行为均明显可见,以减负和减压为首的减时计划,并没有消解公众的心理压力,反而在教育培训的群体失落中,出现了严重的心理焦虑。为此,研究从马克思唯物辩证法的关系论出发,重新解构“双减”政策阻抗现象的认识基础,为化解现象世界的教育冲突与矛盾,破解公众对教育生活世界的分离认知,提供理论视窗和方法指引。

The dual reduction policy has fundamentally touched on the core interest relationship between teaching and learning,uncovering many illusions of opposition and separation in the world of educational life.However,in the process of promoting and implementing the policy,there has been a common impedance phenomenon in education.The resistance behavior of educational administrative leaders,teachers and parents has demonstrated that time reduction plans led by burden reduction and stress reduction have not alleviated the psychological pressure of the public,but have instead caused serious psychological anxiety among the group of teaching and training.Therefore,this study aims to deconstruct the cognitive basis of the phenomenon of dual reduction policy impedance from the relationship theory of Marxist materialist dialectics,providing a theoretical and methodological guidance for resolving educational conflicts and contradictions in the phenomenal world,and for avoiding the public’s separate understanding of the educational life world.