| 摘要: |
| “双减”政策实行以来，校外培训治理工作取得了明显进展，到2021年年底，学科类培训大幅压减，线下校外培训机构已压减83.8%，线上校外培训机构已压减84.1%。文章分析了大幅压减学科类培训机构之后需要进一步解决的四方面问题，即学科类培训机构“营改非”后的规范经营问题，如何治理隐形学科类培训问题，如何形成学校教育提质增效的长效机制问题和如何进一步深化教育评价改革的问题，并给出建议，以实现“双减”确定的减轻学生学业负担和校外培训负担的目标。 |
| 关键词: “双减”政策 校外培训 学生负担 长效机制 教育评价改革 |
| DOI： |
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| 基金项目: |
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| “Double Reduction” Needs to Further Solve Four Major Problems |
| Xiong Bingqi |
| (21 Century Education Academy, Shanghai 200030) |
| Abstract: |
| Since the implementation of “double reduction” policy, significant progress has been made in controlling off-campus tutoring. By the end of 2021, academic tutoring has been reduced significantly. Offline off-campus tutoring institutions have been reduced by 83.8%, and online ones have been reduced by 84.1%. This article analyzes the four issues that need to be further resolved after the substantial reduction of academic tutoring institutions. Firstly, the problem is the standardized operation of academic tutoring institutions after transforming to “non-profit” institutions. Secondly, the problem is how to deal with the disguised academic tutoring. Thirdly, the problem is how to form a long-term mechanism for improving the quality and efficiency of school education. Fourthly, the problem is how to deepen the reform of educational evaluation. The purpose is to achieve the goal determined by the “double reduction” policy, i. e., reducing students’ academic workload and reducing their burden of off-campus tutoring. |
| Key words: “Double reduction” policy Off-campus tutoring Student workload Long-term mechanism Reform of educational evaluation |
