减负政策的发展及逻辑嬗变  

The Development and Logical Evolution of the“Burden Reduction”Policy

作　　者：杨亚君 YANG Ya-jun(Nanning Normal University,Nanning 530299,China)

机构地区：[1]南宁师范大学,广西南宁530299

出　　处：《当代教研论丛》2022年第6期1-7,共7页contemporary Teaching and Research

摘　　要：新中国成立七十多年来,中小学生负担过重一直是党和国家普遍关注的问题,减负政策从未间断过。1949年至今,减负政策发展历共经历六个阶段:初步发展阶段、矫枉过正阶段、步入正轨阶段、稳步提升阶段、发展成熟阶段以及全方位探索阶段;减负主体逐渐由单一转向多元,责任从学校扩展到家庭和社会,背景由应试教育发展到追求学生核心素养能力。减负政策落实过程中仍然存在传统考试文化观念重、用人机制单一以及资源分配不均等问题,还需要提出相应措施以顺应教育从服务工具逐渐回归育人初心的发展趋向。Since the founding of new China for more than 70 years,the overburden of primary and middle school students has been a common concern of the Party and the State.Since 1949,policies on reducing the burden have emerged in six stages:the preliminary development stage,the correction stage,the right track stage,the steady improvement stage,the mature development stage and the all-round exploration stage.It is found that the content of burden reduction has gradually changed from single to multiple,the responsibility has expanded from school to family and society,and the background has developed from“exam oriented education”to the pursuit of students’core quality and ability.From this,it can be seen that education has gradually returned to the original intention of educating people from service tools.However,there are still some problems in the implementation of the burden reduction policy,such as the traditional examination culture,the single social employment mechanism and the unequal distribution of resources.It is also necessary to put forward corresponding improvement measures according to the deficiencies.

关 键 词：减负政策 “双减”政策 基础教育改革 育人初心 

分 类 号：G620[文化科学—教育学]