“双减”政策的逻辑意蕴:由分本教育转向人本教育  

The Logical Implication of the "Double Reduction" Policy: From scoreoriented education to humanistic education

作　　者：肖起清[1] XIAO Qiqing(President's office of Zhaoqing University,Zhaoqing,Guangdong 526061,China)

机构地区：[1]肇庆学院校长办公室,广东肇庆526061

出　　处：《肇庆学院学报》2023年第3期19-23,共5页Journal of Zhaoqing University

摘　　要：“双减”政策应然逻辑上是针对基础教育发展中分本教育沉疴而提出的强制性改革策略,同时也是引导基础教育向人本教育转变的驱动性策略。因此,“双减”政策是我国基础教育改革与发展的转折点,也是新发展模式的起点。在“双减”政策实然逻辑中存在巨大的区域性、校际性、个体性的认知、实践和价值判断差异。我国基础教育发展必然要通过政策的系统性、改革的整体性、价值的人本性、评价的发展性来促进人全面发展的人本教育目标的实现。The policy of"double reduction"should logically be a compulsory reform strategy for the development of basic education,and also a driving strategy to guide the transformation of basic education to humanistic education.Therefore,the policy of"double reduction"is the turning point of China's basic education reform and development,and also the starting point of the new development model.In the actual logic of the"double reduction"policy,there are huge differences in regional,inter school,individual cognition,practice and value judgment.The development of basic education in China must promote the realization of the goal of humanistic education of all-round human development through the systematic policies,the integrity of reform,the human nature of values,and the development of evaluation.

关 键 词：“双减”意蕴 分本教育 人本教育 全面发展 

分 类 号：G642.0[文化科学—高等教育学]