The Impact of Double Reduction Policy on Compulsory Education in China
- 10.2991/978-2-494069-45-9_87How to use a DOI?
- “Double reduction” policy; Education anxiety; Involution
Recently, the Chinese government has implemented a “double reduction” policy to reduce the excessive quantity of compulsory education students’ homework and extracurricular training. Consequently, the double reduction policy will affect the subjects involved in the educational process to some extent. After implementing the policy, parents, students, and teachers will all be influenced. Currently, China government has popularized the compulsory education. But the imbalance of each region concerning about the education is still a question. This paper takes a deep look into these three subjects. The first main part of the paper discusses how the policy promotes the family relationship and children’s personalized development and analyzes the possible factors that contribute to parents’ irregularities and the strategies for parents to deal with the policy better. Then, this policy can provide a new insight to students and help them become better citizens. However, more research could be done on eliminating unnecessary competitions and decreasing the burden on students more effectively. The last part of the paper discusses how the double reduction policy helps teachers to build a close relationship with students and gain enough vocational respect. It reveals the teaching dilemma caused by the double reduction policy and suggestions as well. The researchers analyzed these three points through several data, surveys, and statistics to reveal a precise impact and provide suggestions to relative readers.
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Cite this article
TY - CONF AU - Ruichen Meng AU - Minzhe Pu AU - Haixin Wang PY - 2022 DA - 2022/12/16 TI - The Impact of Double Reduction Policy on Compulsory Education in China BT - Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022) PB - Atlantis Press SP - 718 EP - 729 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-494069-45-9_87 DO - 10.2991/978-2-494069-45-9_87 ID - Meng2022 ER -