Schools and Teachers under the “Double Reduction” Policy: Challenges and Strategies

Research Article
Open access

Schools and Teachers under the “Double Reduction” Policy: Challenges and Strategies

Zhilan Liang 1 , Jiamin Xu 2 , Runting Zhang 3* , Zhaoxun Zheng 4
  • 1 Hunan University,Lushan Road (S), Yuelu District,Changsha ,China    
  • 2 The Affiliated High School of Hangzhou Normal University, Zhenhua Road, Hangzhou, China    
  • 3 University of Nottingham, University Blvd, Nottingham , United Kingdom    
  • 4 DePauw University, 313 S Locust St, Greencastle, IN, United States    
  • *corresponding author alyrz25@nottingham.ac.uk
LNEP Vol.7
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-39-3
ISBN (Online): 978-1-915371-40-9

Abstract

The “double reduction” policy is of great significance to improving the quality of school education and relieving the pressure of students at the compulsory education level. But problems can not be avoided when a new policy is implemented. Primary and junior high schools have found it difficult to meet the increasing personalized needs of students based on their interests and academic standards when most students no longer reach for off-campus training programs,and they should make more effort in enhancing home-school co-operation. Teachers, as the main performers of the policy, are struggling with surging workload since they should pay more attention to involving in extracurricular activities; they also have to change previous mode of assigning homework and properly assign homework and enhance efficient teaching according to the requirement of “double reduction”. In order that the “double reduction” policy should be effective, countermeasures should be proposed so that these problems will not have a negative influence on the policy in a long run: for schools, various off-campus activities should be provided for students which are in keep with their academic proficiency as well as interests; schools should also find ways to communicate smoothly with parents in order to share information and exchange ideas and avoid conflicts. The measures that can solve teachers’ trouble when implementing the policy are: higher pay and a guarantee of good living standards can be incentives for teachers to rise to increasing pressure at work while training for them on assigning homework in accordance with the requirements of “double reduction”and designing teaching procedures appropriately are also necessary. It is expected that these measures can promote the implementation of "double reduction" and turn these so-called challenges into opportunities, improving the quality of school education as well as teachers' teaching proficiency, and reducing the pressure on students and parents.

Keywords:

“Double reduction” policy, School education, Teachers, Solving methods

Liang,Z.;Xu,J.;Zhang,R.;Zheng,Z. (2023). Schools and Teachers under the “Double Reduction” Policy: Challenges and Strategies. Lecture Notes in Education Psychology and Public Media,7,332-337.
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References

[1]. Gong Hehua. (2021). "Double reduction" boosts the high-quality development of compulsory education. China National Education (11), 7-8. doi: 10.16855/j.cnki.zgmzjy.2021.11.003.

[2]. Jia Yin & Wang Ligang. (2021). Research on the countermeasures for improving the quality of school education after the "double reduction" policy. Teacher Education Forum (10), 17-20.

[3]. Liang, Kaili, et al. "Implementation of "double reduction" and governance of out-of-school training institutions." China Distance Education .04(2022):27-35. doi:10.13541/j.cnki.chinade.2022.04.006.

[4]. Li Guanghai, Li HailongBlocking and relieving the implementation of "double reduction" policy from the perspective of game theory [J]Modern education management, 2022 (06): 10-19DOI:10.16697/j.1674-5485.2

[5]. Li Ronghua Tian Youyi, Three Challenges Facing Schools in the Context of "Double Reduction",October 15, 2021

[6]. Lu Fang, Zhang Li, Zhai Youhua, Fu Shuying & Liu Hailun. (2022). The implementation, existing problems and countermeasures of the "double reduction" in primary and secondary schools: an empirical analysis based on Jiangsu Province. Journal of Tianjin Normal University (Basic Education Edition) (04), 25-30. doi: 10.16826/j.cnki.1009-7228.2022.04.005.

[7]. Lu Lili, Exploration on the development and integration of school-based resources of school moral education under the background of "double reduction" [J]Heilongjiang Education (education and teaching), 2022 (07): 21-23.

[8]. Ouyang Guangmin, Zhang jiangkunRealistic Dilemma and reconstruction strategy of school space under the "double reduction" policy [J]Educational science research, 2022 (07): 18-25

[9]. Yang Qing. (2021). Research on homework improvement in primary and secondary schools under the background of "double reduction". Chinese Journal of Education (12), 6-10.

[10]. Yao Jia & Wan Xin. (2022). Focus on "double reduction" to improve the effectiveness of high school classrooms. Minsheng Weekly (02), 72-75.

[11]. Zhang Weiping, Fu Weidong, Li Wei, et alCan after-school service in primary and middle schools promote education equity: an analysis based on the survey data of 32 counties (districts) in 6 provinces (autonomous regions) in the East, central and western regions [J]China audio visual education, 2021 (11): 16-23.

Cite this article

Liang,Z.;Xu,J.;Zhang,R.;Zheng,Z. (2023). Schools and Teachers under the “Double Reduction” Policy: Challenges and Strategies. Lecture Notes in Education Psychology and Public Media,7,332-337.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 6

ISBN：978-1-915371-39-3(Print) / 978-1-915371-40-9(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.7
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Gong Hehua. (2021). "Double reduction" boosts the high-quality development of compulsory education. China National Education (11), 7-8. doi: 10.16855/j.cnki.zgmzjy.2021.11.003.

[2]. Jia Yin & Wang Ligang. (2021). Research on the countermeasures for improving the quality of school education after the "double reduction" policy. Teacher Education Forum (10), 17-20.

[3]. Liang, Kaili, et al. "Implementation of "double reduction" and governance of out-of-school training institutions." China Distance Education .04(2022):27-35. doi:10.13541/j.cnki.chinade.2022.04.006.

[4]. Li Guanghai, Li HailongBlocking and relieving the implementation of "double reduction" policy from the perspective of game theory [J]Modern education management, 2022 (06): 10-19DOI:10.16697/j.1674-5485.2

[5]. Li Ronghua Tian Youyi, Three Challenges Facing Schools in the Context of "Double Reduction",October 15, 2021

[6]. Lu Fang, Zhang Li, Zhai Youhua, Fu Shuying & Liu Hailun. (2022). The implementation, existing problems and countermeasures of the "double reduction" in primary and secondary schools: an empirical analysis based on Jiangsu Province. Journal of Tianjin Normal University (Basic Education Edition) (04), 25-30. doi: 10.16826/j.cnki.1009-7228.2022.04.005.

[7]. Lu Lili, Exploration on the development and integration of school-based resources of school moral education under the background of "double reduction" [J]Heilongjiang Education (education and teaching), 2022 (07): 21-23.

[8]. Ouyang Guangmin, Zhang jiangkunRealistic Dilemma and reconstruction strategy of school space under the "double reduction" policy [J]Educational science research, 2022 (07): 18-25

[9]. Yang Qing. (2021). Research on homework improvement in primary and secondary schools under the background of "double reduction". Chinese Journal of Education (12), 6-10.

[10]. Yao Jia & Wan Xin. (2022). Focus on "double reduction" to improve the effectiveness of high school classrooms. Minsheng Weekly (02), 72-75.

[11]. Zhang Weiping, Fu Weidong, Li Wei, et alCan after-school service in primary and middle schools promote education equity: an analysis based on the survey data of 32 counties (districts) in 6 provinces (autonomous regions) in the East, central and western regions [J]China audio visual education, 2021 (11): 16-23.

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