“双减”背景下中小学课程优化、教学创新与评价改革研究

Research on Curriculum Optimization, Teaching Innovation and Evaluation Reform under the Double Reduction Policy

摘要: 研究以“双减”政策落地实施后的基础教育改革实践为背景，以江西省上饶市第一小学三年级数学教学为研究样本，通过问卷调查、访谈调查等方法，对12位数学教师和3个班级147名学生开展实地调研，系统分析“双减”背景下中小学课程、教学与评价体系的实施现状及存在问题。研究发现，当前小学阶段存在课程内容与减负目标适配性不足、教学模式创新力度薄弱、评价体系仍以分数导向为主等问题。基于此，本研究从课程优化、教学创新与评价改革三个维度构建针对性策略，提出核心素养导向的课程整合路径、学生中心的教学模式创新方法以及多元主体参与的发展性评价体系，旨在为“双减”政策在小学阶段的有效落地提供实践参考，实现减轻学生学业负担与提升教育教学质量的双重目标。

Abstract: Against the backdrop of basic education reform following the implementation of the Double Reduction Policy, this study takes the mathematics teaching for Grade Three students at Shangrao No. 1 Primary School in Jiangxi Province as the research object. Using questionnaire surveys and interviews, it conducts field investigations among teachers and students to systematically analyze the current situation and existing problems of curricula, teaching and evaluation systems in primary and secondary schools under the policy. The research reveals prominent issues: curriculum content fails to align well with the burden-reduction goals, teaching modes lack innovative development, and the evaluation system remains score-oriented. Targeted strategies are proposed from three dimensions: curriculum optimization, teaching innovation and evaluation reform. Specifically, it puts forward competency-oriented curriculum integration, student-centered teaching modes, and multi-participatory developmental evaluation systems. This research provides practical references for the effective implementation of the Double Reduction Policy in primary schools, so as to achieve the dual goals of reducing students’ academic burden and improving teaching quality.