“双减”政策下家教热的现实样态、形成机理和治理策略  

The Reality,Formation Mechanism and Governance Strategies of Tutoring Popularity Under the“Double Reduction”Policy

作　　者：余晖 吴荣鑫 YU Hui;WU Rongxin(School of Educational Science,South China Normal University,Guangzhou Guangdong 510631,China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《教育参考》2025年第1期5-10,38,共7页Education Approach

基　　金：国家社会科学基金2022年度教育学项目“‘双减’背景下学科类家教的治理路径研究”(项目编号:CFA220312)的阶段性研究成果。

摘　　要：“双减”政策下,学科类家教热度不减,从业主体、服务内容、形式和中介渠道发生调整且呈隐形变异态势,家教参与行为在不同区域、群体、学段间展现出不同分化路径。深入剖析发现,家教热的形成源于应试机制、资源分配不均及家庭策略等多重因素,家教参与行为受多重因素影响呈现差异。为应对家教热现象,我们需理性认识家教行为,转变治理思维,从关键要素入手完善治理体系,同时促进优质教育资源均衡,保障教育公平,以推动校外培训市场健康有序发展。Under the“Double Reduction”policy,the popularity of disciplinary tutoring has not decreased but rather increased.Adjustments have occurred in the entities involved,service content,formats,and intermediary channels,presenting a trend of invisible variation.Tutoring participation behaviors exhibit different differentiation paths across various regions,groups,and educational stages.In-depth analysis reveals that the rise in tutoring popularity stems from multiple factors,including the examoriented mechanism,uneven resource distribution,and family strategies,with participation behaviors influenced by various factors showing differences.To address the phenomenon of tutoring popularity,it is necessary to rationally understand tutoring behaviors,shift governance thinking,improve the governance system by focusing on key elements,and promote the balanced distribution of quality educational resources to ensure educational equity,thereby fostering the healthy and orderly development of the extracurricular training market.

关 键 词：“双减”政策 校外培训 家教服务 

分 类 号：G78[文化科学—教育学]