The double reduction policy has been implemented for three years, which schools have really implemented it? Has the burden on students been reduced?
In the past three years, which school has implemented it? Is it a reduction in the burden on students?
Over the past three years or so, the "double reduction" has been implemented nationwide from 24 July this year and 1 September this year, including such contents as "reducing the burden" and "reducing the burden." However, although the original intention of this "burden reduction" is to "reduce the burden," in the specific implementation process, the results of the "burden reduction" are not ideal.
During the double reduction period, elementary school students are required to complete more than one hour of homework, primary schools cannot hold midterm exams, cannot rank students, cannot post scores, and cannot allow primary school students to arrive at school before 8:20 a.m. In addition, there are very strict requirements for the management of extracurricular activities, such as the duration and cost of courses.
However, after three years of observation, we found that the burden on the students has not been lightened, but has become heavier and heavier. Why did the "double reduction" not have a substantial effect?
First, how the implementation is regulated is crucial. Without an effective monitoring system, it is difficult to ensure the implementation of a good institutional arrangement. For the sake of political performance, local governments often turn a blind eye to the implementation of "double reduction" in primary and secondary schools at the grassroots level. If there were no complaints from parents, they would hardly have taken action. As a result, many schools ignore educational policies, which in turn puts more pressure on students.
Secondly, in order to cope with the inspection of superiors, the school has adopted a variety of methods. By developing two course schedules, the college can easily pass the audit. The advance notice of the change of the curriculum of each class makes it difficult for the ** supervisor to perceive the real business situation of the college. In addition, some schools have changed the names of tests and programs in order to evade the rules, allowing ostensible compliance to escape.
In short, although the "double reduction" has shown strong strength in theory, it has faced many problems in the implementation process, such as insufficient supervision and various response methods, resulting in "difficulty in reducing the burden". At the same time, it is necessary to strengthen the supervision of the "double reduction" to ensure that the "double reduction" effectively reduces the burden on students.
For more than three years, since July 24 this year, China has issued a double reduction, and since September 1 last year, a series of measures have been implemented nationwide, including reducing homework and extracurricular tutoring. However, although the original intention of this "burden reduction" is to reduce the "burden reduction", many problems have also arisen in the implementation process.
Third party: After the implementation of delayed teaching, some schools have found ways to reduce the burden on students. The original intention of deferred fees was to reduce the burden on students and their parents, but after the implementation of the delayed fees, some schools have used deferred fees to increase the burden on students. During this period, some teachers will set their own extra-curricular activities, but the school does not agree to do so. However, because of the teacher performance appraisal system, teachers' performance is often overlooked, and teachers are not held accountable if parents do not file a complaint. Some schools also use this time to test and explain new lessons, which puts more pressure on students to do a lot of homework when they return home. Therefore, in a sense, the deferred service increases the learning pressure of students and prompts people to demand that the deferred service be withdrawn.
In this process, without effective supervision and implementation, it is difficult to produce real results. However, in the process of implementation, some measures are not well implemented in the implementation process. For example, the policy of abolishing cram schools has left fewer and fewer qualified cram schools, but more and more cram schools, especially one-on-one, are difficult to detect, which has contributed to the rise in tuition costs and increased the burden on parents.
China has implemented the "double reduction" for three years, but in terms of academic burden, the effect is not obvious. This shows that it is difficult to truly reduce the burden with a single measure. Therefore, in order to truly achieve the goal of reducing the burden in the future, we must rely on one measure. We hope that the whole society can create a more relaxed educational atmosphere for children.
On the basis of summarizing the full text, this paper puts forward its own insights on how to further reduce the pressure of high school English learning.
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