The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out

Xinyu Shi

doi:10.47297/wspiedWSP2516-250074.20220608

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The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out

Volume 6, Issue 8

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The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out
The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out
College of Humanities, Anhui Science And Technology University,Anhui,Chuzhou,P.R. China,233100
Vol. 6, Issue 8, Pages: 182-188(2022)
Published： 2022 ，
DOI：10.47297/wspiedWSP2516-250074.20220608
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XINYU SHI. The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out. [J]. Journal of international education and development, 2022, 6(8): 182-188.
DOI：

XINYU SHI. The Dilemma Faced by Teachers in the Context of "Double Reduction" and Its Way-out. [J]. Journal of international education and development, 2022, 6(8): 182-188. DOI： 10.47297/wspiedWSP2516-250074.20220608.

摘要

Abstract

In July 2021

to thoroughly implement the spirit of the 19th CPC National Congress and the 5th Plenary Session of the 19th CPC Central Committee

the General Office of the State Council issued "on Further Reducing the Burden of Homework and Off-campus Training for Students in the Compulsory Education Stage Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education”. The "double reduction" policy as mentioned above has

to a certain extent

reduced the academic pressure of students

and also helped parents to alleviate the educational anxiety of "letting children win at the starting line". The "double reduction" policy has increased teachers' workload and classroom teaching pressure

so schools need to do a better job of "adding" to the demand for teachers' professional development. The government

schools

and teachers should explore ways to address the dilemmas faced by teachers.

关键词

Keywords

"Double reduction"teachersCompulsory education

references

Zhong Jingxun & Liu Yang. (2021) The paradox of teacher load reduction: the dilemma of deprofessionalization and the pitfalls of reprofessionalization. Tsinghua University Education Research, 24: 80-90.[2] Yu, Y. & Li, W. (2021) Stunting factors and improvement strategies for primary and secondary school teachers to reduce the burden and improve the quality in the context of "Double Reduction. Teacher Education Forum, 12: 8-11.[3] Wang Guangming. (2021) The educational philosophy and educational ecological change under the policy of "Double Reduction" (written discussion). Journal of Tianjin Normal University (Social Science Edition), 6:1-14.[4] Sun Chuangui. (2010) Reducing teachers' excessive burden and focusing on teachers' happiness index. Contemporary Education Forum (Teaching Edition), 2: 35-37.[5] Datnow Amanda. (2011) Collaboration and contrived collegiality: revisiting hargreaves in the age of accountability. Journal of Educational Change 12, 2: 147-58.[6] Jocelyn L.N. Wong. (2006) Control and professional development: Are teachers being deskilled or reskilled within the context of decentralization? Educational Studies, 32: 17-37.[7] Li Qiong & Sun Xiaohong. (2022) "Teachers' professionalism in the context of "Double Reduction" Policy". Teacher Development Research , 1: 32-36.[8] Wang Xiaosheng. (2020) The realistic basis, causes, and practical paths of primary and secondary school teachers' burden reduction. Journal of Teaching and Management, 28: 9-12b.[9] Zhu Xiuhong & Liu Shanhuai. (2020) The problematic characterization, adverse effects, and adjustment strategies of rural teachers' workload in China-A survey study based on 35 counties in 18 provinces nationwide. Journal of the Chinese Society of Education, 1: 88-94.[10] Zhang Di. (2021) A multi-source analysis of primary and secondary school teachers' burden and its way to alleviate it. Journal of Educational Development, 6: 91-96.[11] Droogenbroeck F.V., Spruyt B., Vanroelen C. (2014) Burnout among senior teachers: investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43: 99-109.

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