中学生减负实践的悖论与化解之路

The Paradox and the Way to Resolve the Practice of Burden Reduction for Middle School Students

回顾新中国成立以来我国中学生的减负实践,大致可以分为三个阶段。虽然每一个阶段都有相对应的减负政策和成效,但是学生负担总是以一种形式存在,减负工作并没有实现“减负增效”,减负实践存在悖论。本文通过对减负悖论产生的原因分析,从明晰减负目标、优化减负过程和完善教育评价机制三个角度对化解减负悖论提出了建议。

Looking back at the practice of reducing the burden on middle school students in China since the founding of the People’s Republic of China, it can be roughly divided into three stages. Although each stage has corresponding policies and effects on burden reduction, the burden on students always exists in a form. In this way, the burden reduction work does not achieve “burden reduction and efficiency increase”. In another words, there is a paradox in the practice of burden reduction. Based on the analysis of the causes of the burden reduction paradox, this paper puts forward suggestions to resolve the burden reduction paradox from three perspectives: clarifying the burden reduction goal, optimizing the burden reduction process and improving the educational evaluation mechanism.