乡村小学教师实施“双减”政策的困境与突破路径研究

Research on the Dilemmas and Breakthrough Strategies of Rural Primary School Teachers in Implementing the “Double Reduction” Policy

摘要: “双减”政策强调发挥学校主阵地作用，在全国各地各校推进“双减”的过程中，教师群体是学校主要依靠力量。为了解乡村教师落实“双减”政策的现状，本研究通过质性研究方法对8位乡村小学教师进行一对一访谈，发现乡村小学教师在实施“双减”政策过程中遭遇了认知困境、能力困境、精神困境和外部支持困境，并从乡村小学教师、学校管理者、政府三个层面提出突破困境的路径，以期促进“双减”政策在乡村地区的有效落地。

Abstract: The “Double Reduction” policy emphasizes the role of schools as the main position, and in the process of promoting “Double Reduction” in schools across the country, the teacher group is the main strength that schools rely on. In order to understand the current situation of rural teachers’ implementation of the “Double Reduction” policy, this study conducted one-on-one interviews with 8 rural primary school teachers through qualitative research methods, and found that rural primary school teachers encountered cognitive dilemmas, ability dilemmas, mental dilemmas and external support dilemmas in the process of implementing the “Double Reduction” policy, then proposed a way to break through the dilemmas from the three aspects of rural primary school teachers, school administrators and the government, in order to promote the effective implementation of the “Double Reduction” policy in rural areas.