“双减”时代义务教育公平的维护与隐忧

Safeguarding and Hidden Concerns of Compulsory Education Equity in the Era of“Double Reduction”

“双减”力图通过减轻学生校内的作业负担和校外的培训负担,重释学生自由发展的权利并缩小群体间的资源差距,为课堂教学的提质与课后服务的增能提供了可贵的契机,从而有望实现每一位学生自由、个性、平等地发展。然而,新旧制度的更替也引发了新的矛盾:在学生层面,学业负担或难快速回落,弱者劣势或将加剧鸿沟;在教师层面,多元角色或致多重负担,师生关系或临对立冲突;在学校层面,教育供给或难满足每位学生成长需求,阶层差距或将持续影响学生教育获得。学生应激活内生驱动力,增强学习主动性;培养自我教育能力,精进学习策略;加强主体间交互,建立良性共在关系。教师应树立正确育人观,调动教育积极性;养成高学识涵养,提升专业化水平;引领高效能课堂,打造求知共同体。学校应充分整合全域资源,构建家校社协同共育生态;合理回应教师关切,构筑专业化发展支持体系;建立科学评价机制,助推学校教育高质量发展。

The“Double Reduction”policy aims to reduce the academic burden on students' and their extracurricular training,thus enhancing students'' freedom to develop and narrowing the resource gap between different groups.This provides a valuable opportunity to improve classroom teaching quality and after-class services,with the hope of achieving every student s free,personalized,and equal development.However,the replacement of the old and new systems has also brought new contradictions.At the student level,academic burden may be difficult to quickly reduce,and the disadvantages of weaker students' may be exacerbated.At the teacher level,multiple roles may lead to multiple burdens,and teacher-student relationships may face opposition and conflicts.At the school level,the education supply may be unable to meet the needs of every student s growth,and class differences may continue to affect students' education attainment.Students should activate their internal driving forces,and enhance their learning initiative;Cultivate their self-education ability,and improve learning strategies;Strengthen subjectivity,and establish a positive and cooperative relationship withteachers.Teachers should establish a correct view of education,and mobilize their enthusiasm for education;Develop high academic knowledge,and improve their professional level;Lead efficient classrooms,and create a community of learning.Schools should fully integrate resources,and establish a collaborative ecosystem of family,school,and society;Respond to teachers' concerns,and construct a professional development support system;Establish a scientific evaluation mechanism to promote high-quality development of school education.