Under the Implementation of Double Reduction Policy

Abstract

Before the double reduction policy, parents tended to arrange after-school classes for a primary school student; yet, some of these institutions were not as good as they pronounced. Thus, parents were anxious when their children had not made any progress. On the other hand, as most parents at work could not go back home before students' time of after class from Monday to Friday, they had to arrange after-school classes for their children and paid more money for the after-school institutions. After the implementation of the double reduction policy, teachers need to help the students with their homework and solve the learning problems. It aims to help the students finish most of the work at school and no need to take it back home or ask the teachers in the institutions to help them. Therefore, a double reduction policy is of great necessity. This paper reviews practice from Quebec, a qualitative study by Carol, and evaluation in over two hundred New Zealand schools. The researcher also reflects on these practices and raises some suggestions on how to build a harmonious relationship between teachers and parents under the implementation of a double reduction policy. Through reviewing and summarizing the historical practice and the latest policy of China education policy, the researcher clarifies from these four perspectives: (1) The characteristics of primary school parents in China; (2) Law on parents instruction, curriculum reform, and publications of documents; (3) Design interactive homework assignments; (4) Teacher quality and competence.