双减视角下初中生自主学习及相关因素实证研究

An Empirical Study of Junior High School Students’ Autonomous Learning and Its Related Factors from the Perspective of Double Reduction

“双减”的目的是通过减轻学生负担,引导学生自主学习,促进其个性发展,培养创新意识,其中学习兴趣是影响学生自主学习效果的重要因素。本研究运用系统思维,围绕自主学习进行多变量研究,调查双减政策实施后,初中生的自主学习时长和学习兴趣的变化情况以及影响学生自主学习的因素,对保障学生自主学习的条件进行多角度探索,为落实双减效果提供量化建议。结果表明,在作业时长控制在2小时以内,睡眠时长不低于7小时的条件下,学生的学业负担与心理负担有所减轻,学生的学习兴趣得到保障,可以有效促进学生自主学习。“双减”实施以来,初中生自主学习时长得到有效保障,学习主动性提高。本研究结果进一步说明,自主学习是符合学生意愿的学习,并不会导致学生的心理负担。

The purpose of “double reduction” is to guide students’ autonomous learning, promote their personality development and cultivate their sense of innovation through reducing students’ burden, among which interest in learning is an important factor affecting students’ autonomous learning. In order to explore the conditions for ensuring students’ autonomous learning from multiple perspectives and provide quantitative suggestions for the implementation of the double reduction effect. This study uses systemic thinking to conduct a multivariate study on autonomous learning, investigating the changes in the length of autonomous learning and interest in learning of junior high school students after the implementation of the double reduction policy and the factors affecting students’ autonomous learning. The results show that under the condition that the length of homework is controlled within 2 hours and the length of sleep is not less than 7 hours, the academic and psychological burdens of students are reduced, and students’ interest in learning is ensured, which can effectively promote students’ autonomous learning. Since the implementation of the “double reduction”, junior high school students’ autonomous learning hours have been effectively guaranteed and their learning initiative has increased. The results of this study further show that autonomous learning meets students’ wishes and does not lead to students’ psychological burden.