“双减”政策视域下教育生态系统的底层逻辑  

The Underlying Logic of the Education Ecosystem from the Perspective of the“Double Reduction”Policy

作　　者：李威 李婵玉 LI Wei;LI Chanyu

机构地区：[1]陕西师范大学教育学部,陕西西安710062

出　　处：《中国教育学刊》2025年第4期37-42,共6页Journal of The Chinese Society of Education

摘　　要：优化教育生态系统是深入推进“双减”政策实施的内在必然要求,评判“双减”政策的实施成效也应当聚焦于教育生态系统的修复和改善。从良性教育生态系统的底层逻辑—教育主体秩序、教育时间节奏和教育空间结构三个维度出发,建构评判“双减”政策实施成效的具体标准和深化“双减”改革的微观决策,应当科学回应儿童的真正需求,坚持把子女还给家庭,明确父母的主体责任,把学生还给学校,巩固学校的主阵地作用,让社会力量参与家校共育;把时间还给儿童,构建以儿童需要为中心,从生理需要、安全需要、爱与归属需要到发展需要的教育时间节奏;充分发挥家庭、学校、社会的教育空间营造职能,积极推动政府统筹、部门协作、学校主导、家庭主体、社会参与的协同育人“教联体”建设。Optimizing the education ecosystem is essential for advancing the implementation of the“Double Reduction”policy,and its effectiveness should be evaluated based on the restoration and improvement of the education ecosystem.From the underlying logic of a well-functioning education ecosystem,three fundamental dimensions,i.e.the order of educational subjects,the rhythm of educational time,and the structure of educational space,serve as the basis for assessing policy outcomes and guiding micro-level decisions to deepen the“Double Reduction”reform.A scientifically-informed response to children’s real needs is crucial:returning children to their families by reinforcing parental responsibilities,returning students to schools by strengthening their central role in education,and engaging society in collaborative familyschool education.Additionally,time should be returned to children by establishing an education schedule that prioritizes their needs,progressing from physiological and safety needs to emotional,social,and developmental needs.Finally,the educational space should be co-constructed by families,schools,and society,fostering a collaborative“educational alliance”through government coordination,interdepartmental cooperation,school leadership,parental involvement,and social participation.

关 键 词：“双减”政策 教育生态系统 教育时间 家校社协同育人 教联体 

分 类 号：G521[文化科学—教育学]