"Burden reduction" is not a new word for children, as if the "burden reduction" of "once" always ends without a problem, why can't "reduce burden" be reduced? What exactly is the stumbling block to "burden reduction"? What expectations does this "double reduction" policy bring us? Let's take a look at this article together
Older teachers and parents know that "reducing students' excessive burden of schoolwork" is not recently proposed, it is a problem that has not been solved for many years, and this "double reduction" has also added the policy of "reducing the burden of off-campus training", which makes us full of expectations.
The benefits and importance of burden reduction are self-evident, after the burden reduction, children will have a more comprehensive and long-term development, physical and mental health, is a good thing. But as long as it involves their own "one acre and three points of land", everyone seems to have invariably chosen not to let go, and they all feel that their children or students cannot lose today, and they must continue to increase their children or students to rest assured: their school can be released late for a while; their own class can add a practice paper today; their own subjects can occupy more of the students' homework time is earned; their sons or daughters can go to one more extracurricular cram class to exceed how many children... Everyone does not spare their own children or students, and always wants other children or students to decrease. Looking at the "burden reduction" of "once", each time there is considerable determination and strength, but in the end, they are defeated in the face of the consideration of each individual's immediate interests, and they always end up without a problem. Why?
Some people attribute the inability to reduce the academic burden to the middle school entrance examination and the college entrance examination, which does have a certain truth, but it is not the whole reason. Primary school students are still far from the middle school entrance examination and the college entrance examination, but their lives are not easy, always busy like a top, making people look really painful, their academic burden is also brought by the middle and high school entrance examinations? The academic burden of primary school students is given by parents and given by teachers. Why should the teacher give the student more weight? Is the teacher preparing for and laying the foundation for the child's future middle school entrance examination and college entrance examination? There may be some such factors, but not the decisive factor, the most fundamental is that many areas have a set of evaluation mechanisms based on test scores, in these areas, even in primary schools, students' scores are still affecting teachers and education, so that teachers dare not have the slightest slack, and finally can only pour pressure on students in an all-round way, forcing children. Different regions of the "score" may also have different forms, the lower grades of primary school may not have an explicit test, but there will be academic tests, academic mapping, academic assessment and other activities, and finally will make a score, the students, teachers, classes and schools are divided into high and low, these various results are essentially "points". Some places clearly state that student achievements will not be ranked and do not disclose their grades, but in the end, these points will be closely linked to teacher evaluation, professional title promotion and performance salary. Similarly, there are also competitive relations between schools and regions, with various mechanisms, which divide schools and regions into high and low, and the lowest level is based on "points", and will take the test score or competition ranking as the only or most important evaluation scale and basis. Under the supervision of the school and the teacher, parents do not dare to be sloppy, often spur their children, at least do not drag the teacher, the class and the school.
To reduce the burden, we must first start from primary school students, in order to successfully reduce the burden at the primary school level, the first thing is to remove the stumbling block of the single evaluation mechanism with the score as the core! But know that the effects of solipsism are much more serious than we think! It has been immersed in the system of primary education.
Many education administrators believe that in order to find a basis to judge teachers, distinguish between high and low, in order to reward diligence and punish laziness, and ultimately stimulate the teacher's enterprising spirit and create a self-motivated working atmosphere, so it is necessary to find something that can distinguish teachers. For a long time, fractions have been playing such a role, and today, our primary school education concept has developed greatly: advocating that children should develop in an all-round way, carry out quality education, give students greater autonomy in learning, and use core literacy as a guide to educate children... However, the evaluation system of primary school teachers has not changed in actual work, and it is customary to use the results of the final chinese academic test to evaluate a primary school language teacher, and use the average score of mathematics in the final class to line up the math teachers of the same grade, because we can't find other better ways to divide the teacher's work.
But we have to seriously reflect on it, do we have to divide the teachers into equal grades? How to evaluate it more scientifically? Education is a slow work, an internal work, there are parts that can be evaluated, and there are many parts that are difficult to evaluate. What we need to do is to trust teachers more and encourage them more; but we must strictly control the entrance to the teaching profession and let people with special responsibilities become teachers. The teaching profession is a conscience job, and it is necessary to stimulate the autonomy in the hearts of teachers, so that they love students more than they love scores, and they will be more willing to act according to the laws of education.
Of course, removing fractional theory does not mean not wanting fractions. In some areas, lower and middle schools have begun to explore the complete absence of exams (including various forms of academic testing) in favor of simple game-style tests and descriptive, personalized final student comments, but the quality of teaching in some schools is said to have declined. Without tests and score references, the academic level cannot be accurately reflected, the subsequent education and teaching cannot be adjusted accordingly, and the teaching will fall into blindness. Scores are a teaching need, but they should also be limited to specific scenarios such as teachers understanding the true level of students' learning, and they cannot speak with scores everywhere, and students' scores cannot be used as the only basis for judging teachers.
In any case, breaking the score-only evaluation, returning education to the basic position, and truly paying attention to the growth and development of students, and establishing a scientific and reasonable multiple evaluation system are all steps to be taken, and primary schools must take the first step to explore an educational development system that is not only scores. In particular, it is necessary to study how to achieve the purpose of truly acting in accordance with the laws of education by stimulating the inherent sense of responsibility of each teacher; how to improve the quality of teaching by arousing children's curiosity and stimulating interest in learning, and so on.
Elementary school students need to be the most burden-reducing, because they are small, weak, limited ability, poor endurance, and the burden has a greater impact on their physical and mental health; they need more play and friendship, which is their nature; they also need a wider perspective, more areas to discover the love of this life, so they need a lot of time and opportunities for independent exploration. This "double subtraction" policy has made primary school students see hope again, and we can't miss it again!
Article author | Cui Hengqing
Source: People's Education