学生课业负担的归因及其破解——基于学生课程理解的视角  

Attribution of Student Schoolwork Burden and Its Solution:From the Perspective of Students’Understanding of Curriculum

作　　者：李栋 张增田[1] Li Dong;Zhang Zengtian(College of Education,Capital Normal University,Beijing100037,China;College of Education,Inner Mongolia Normal University,Hohhot Inner Mongolia 010028,China)

机构地区：[1]首都师范大学教育学院 [2]内蒙古师范大学教育学院

出　　处：《中国教育科学（中英文）》2022年第6期97-105,共9页Education Sciences in China

基　　金：国家社会科学基金(教育学)一般课题“大数据时代教科书对中华优秀传统文化的记忆和书写研究”(BHA210147)。

摘　　要：“双减”政策的全面铺开迫切需要对课业负担进行科学归因,并提出破解之策。以学生课程理解为切入点,导致课业负担的原因主要有三个方面:在理解的方式层面,学生的学习传统对理解精神的压制是课业负担的隐性缘由;在理解的取向层面,失当或失度的理解取向引发了学生的课业负担;在理解力层面,学生课程理解力的不足是课业负担的根本原因。消解之道有四:从理解方式上弥合学生课程理解中的“说明”与“理解”方法;从理解取向上破除唯分数取向的影响;在理解根源上重建学生的学科理解观;在理解语境上营造宽松的学生课程理解情境。The complete implementation of the“Double Reduction”policy urgently needs the re-attribution of schoolwork burden and its solution.Starting from students’understanding of curriculum,it is found that there are three reasons for schoolwork burden.From the aspect of understanding mode,study tradition’s suppression on understanding spirit is the invisible reason.From the aspect of understanding orientation,improper or wrong understanding orientation leads to schoolwork burden.From the aspect of understanding ability,the lack of students’understanding ability of curriculum is the fundamental reason.The solution lies in bridging the“explanation”and“understanding”methods in students’understanding of curriculum in terms of understanding mode,getting rid of the influence of scores in terms of understanding orientation,reconstructing the view of students’understanding of curriculum in terms of understanding root,and creating a loose situation in terms of understanding context.

关 键 词：课业负担 减负问题 学生课程理解 减负归因 减负对策 

分 类 号：G619.21[文化科学—学前教育学]