This article**: People's Daily Online-Opinion Channel.
Li Yiling. In recent years, "reducing the burden on teachers" has been a hot and focused topic in the field of education, and it is also a pain point and difficult issue.
In fact, the pace of "reducing the burden on teachers" has never stopped for many years, and it is not without policy initiatives. From the first to the local level, a series of policies, documents and initiatives have been introduced. In 2019, the General Office of the Communist Party of China issued the "Several Opinions on Reducing the Burden of Primary and Secondary School Teachers and Further Creating a Good Environment for Education and Teaching", and in 2022, the Office of the ** Education Steering Committee issued the "Notice on Prohibiting the Assignment of Directive Tasks Unrelated to Education and Teaching to Schools such as "Increasing Fans", "Evaluation" and "Promotion" ......But why do teachers still have a heavy burden on social issues?
From the comprehensive deployment of burden reduction measures at the macro level, to the introduction of clear bans on specific matters that increase the burden on teachers at the micro level, and then to the list of "teacher burden reduction" issued by various localities, it shows the importance of "teacher burden reduction" at all levels. But in reality, although there has been some progress, the results have not been satisfactory. In some localities and departments, there has been a phenomenon of "the list of burden reductions is clear and clear, and the work of increasing the burden has been done in a down-to-earth manner", and even "the more it is reduced, the fatter it becomes"; some local educational administrative departments have used "burden reduction documents" to implement "burden reduction documents", and "specific provisions" to implement "specific provisions", and have used "formalism" to deal with "formalism", which has made teachers miserable.
A large number of social affairs are pressed on schools and teachers, showing a trend of formalism shifting to schools, and schools, as a relatively weak type of organization, are even more difficult to resist in the face of this trend of transfer and transfer. In other words, the lack of implementation of measures to reduce the burden on teachers is closely related to the problem of formalism at the social level, after all, schools do not live in a social environment in a vacuum. The tasks and burdens from the administrative system are transferred to the teachers one by one, gathering sand into a tower, which becomes an unbearable burden for teachers, squeezing the time and energy of teachers to fulfill their main responsibilities and main business of teaching and educating people, and the performance is extremely prominent.
The lack of implementation is also due to the lack of a strong punishment mechanism for relevant measures. Therefore, it is necessary to increase the intensity of supervision and inspection accountability, truly give full play to the role of supervision and "long teeth", incorporate the effectiveness of "teacher burden reduction" into the evaluation system for the performance of educational responsibilities at all levels, and urge all localities to truly implement the burden reduction list, seriously investigate and deal with areas where the implementation is not effective, and supervise the implementation of rectification.
The survey shows that the slow reform of the supporting policy of "teacher burden reduction", the shortage of personnel, and the need to improve the professional knowledge and ability of teachers themselves are also the reasons why it is difficult to reduce the burden on teachers. During the survey, all walks of life agreed that reducing the social affairs undertaken by teachers is to leave more time for teachers to teach and educate people, consolidate and expand the hard-won reform results of the "double reduction", and carefully cultivate more outstanding talents.
All in all, in the implementation of the work of "reducing the burden on teachers", all localities must put an end to formalism, do solid work, and work hard for a long time, so as to achieve good practical results and make the campus a pure land for reading and teaching.
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