A Study on the Promotion of Quality Education in Primary and Secondary Schools in China under the "Double Reduction" Policy

Research Article
Open access

A Study on the Promotion of Quality Education in Primary and Secondary Schools in China under the "Double Reduction" Policy

Zhe Chen 1*
  • 1 Department of Biochemistry, University of College London, London, UK    
  • *corresponding author zcbtzc2@ucl.ac.uk
LNEP Vol.6
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-37-9
ISBN (Online): 978-1-915371-38-6

Abstract

With the promulgation and implementation of China's "double reduction" policy, the proposal to reduce the academic burden of primary and secondary school students and the strict approval of subject-based education tutoring institutions has attracted widespread public attention. Some studies have argued that the "double reduction" policy has significant implications for the future development of education in China, shifting from the pursuit of equity in the quality and outcomes of education to equity in the quality of education. This study examines the impact of the "double reduction" policy on education stakeholders from the perspectives of students, parents, teachers, and schools and explores the problems. The study finds that the policy has significantly impacted education in China, improving social attitudes towards education and promoting the development of quality education for students.

Keywords:

“Double reduction” policy, academic burden, quality education

Chen,Z. (2023). A Study on the Promotion of Quality Education in Primary and Secondary Schools in China under the "Double Reduction" Policy. Lecture Notes in Education Psychology and Public Media,6,509-515.
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References

[1]. Yang, S. (2022). Interpretation of the national "double reduction" policy. Journal Of Taiyuan Urban Vocational College, 6, 89-92.

[2]. Wang, Y., Hao, Y., and Li, M. (2014). A study on the relationship between school workload and academic performance of primary school students. Journal Of The Chinese Society Of Education, 10, 49-63.

[3]. Zhou, H., and Qi, Y. (2021). Implementation of the "double reduction" policy: focus, difficulties and suggestions. Journal Of Xinjiang Normal University, 43(1), 69-78.

[4]. Zhen, X. (2022). The impact of national fertility intentions on the implementation of the three-child policy.

[5]. Wang, L. (2021). Reflections on the Reconstruction of Teachers’ Classroom Assessment Literacy from the Perspective of the Double-reduction Policy. Journal Of China Examinations, 11, 66-72.

[6]. Din, Y., and Xue, H. (2016). The relationship between equity and efficiency in the balanced development of compulsory education from a game theory perspective. Journal Of Educational Development.

[7]. Yu, C., and Yang, L. (2022). Risk Analysis and Risk Resolution of Teachers ' Workload under the " Double Reduction " Policy. Forum On Contemporary Education, 307.

[8]. Deng, L., and Zhao, L. (2021). The Dilemma and Countermeasures of After－school Service Policy in China. Research On Modern Basic Education, 44.

[9]. Home-School Collaboration on the Development of Value Education of Primary School Pupils in Ondo West Local Government Area. (2022), 10(4), 22-34.

[10]. Ma, L., and Zheng, X. (2022). "Double Reduction": aiming to reshape the educational ecology for the healthy growth of students. Journal Of Xinjiang Normal University, 43(1).

Cite this article

Chen,Z. (2023). A Study on the Promotion of Quality Education in Primary and Secondary Schools in China under the "Double Reduction" Policy. Lecture Notes in Education Psychology and Public Media,6,509-515.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.6
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Yang, S. (2022). Interpretation of the national "double reduction" policy. Journal Of Taiyuan Urban Vocational College, 6, 89-92.

[2]. Wang, Y., Hao, Y., and Li, M. (2014). A study on the relationship between school workload and academic performance of primary school students. Journal Of The Chinese Society Of Education, 10, 49-63.

[3]. Zhou, H., and Qi, Y. (2021). Implementation of the "double reduction" policy: focus, difficulties and suggestions. Journal Of Xinjiang Normal University, 43(1), 69-78.

[4]. Zhen, X. (2022). The impact of national fertility intentions on the implementation of the three-child policy.

[5]. Wang, L. (2021). Reflections on the Reconstruction of Teachers’ Classroom Assessment Literacy from the Perspective of the Double-reduction Policy. Journal Of China Examinations, 11, 66-72.

[6]. Din, Y., and Xue, H. (2016). The relationship between equity and efficiency in the balanced development of compulsory education from a game theory perspective. Journal Of Educational Development.

[7]. Yu, C., and Yang, L. (2022). Risk Analysis and Risk Resolution of Teachers ' Workload under the " Double Reduction " Policy. Forum On Contemporary Education, 307.

[8]. Deng, L., and Zhao, L. (2021). The Dilemma and Countermeasures of After－school Service Policy in China. Research On Modern Basic Education, 44.

[9]. Home-School Collaboration on the Development of Value Education of Primary School Pupils in Ondo West Local Government Area. (2022), 10(4), 22-34.

[10]. Ma, L., and Zheng, X. (2022). "Double Reduction": aiming to reshape the educational ecology for the healthy growth of students. Journal Of Xinjiang Normal University, 43(1).

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