Improving Classroom Ecology Under the “Double Reduction” Policy in China

DOI

10.2991/978-2-494069-45-9_78How to use a DOI?

Keywords

Double Reduction Policy; Chinese Education Reform; Classroom Ecology

Abstract

China’S “Double Reduction” Policy has reduced the burden of heavy homework and extra off-campus tutoring for students, but the quality of teaching and learning in schools and the validity of student’s learning have been questioned. The policy proposes “to improve education ecology”, which leads to a possible key point, classroom ecology: focusing on the teachers, students, teaching and learning activities, the environment and the interactions between them in the classroom. Teachers need to update their teaching skills as well as assignment design concepts with the support of schools. However, as teachers are faced with prolonged working hours and higher social expectations infused by the policy, schools and the community should also pay attention to teachers’ needs and help them adapt and respond positively to it. In addition, a harmonious teacher-student relationship ensures that the classroom ecology function properly.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yuyu Mo
PY  - 2022
DA  - 2022/12/16
TI  - Improving Classroom Ecology Under the “Double Reduction” Policy in China
BT  - Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)
PB  - Atlantis Press
SP  - 648
EP  - 654
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-45-9_78
DO  - 10.2991/978-2-494069-45-9_78
ID  - Mo2022
ER  -