The Impact of the China’s Double Reduction Policy on Elementary School Students' Home Education
Ya Qiong KANG1, Li Jie WANG2*, Shu Ting YU3, Zi Zhu ZHAO4, Jia Long Liu5
1Ms.Kang Ya Qiong, The First Experimental School of Xin'an Middle School Group, CHINA 1017287914@qq.com
2Mr. Wang Li Jie, Lingnan University, Hong Kong SAR CHINA, lijiewang2@ln.hk
3Ms.YU Shu Ting, Qilu Normal University, CHINA, 470921322@qq.com
4Ms.Zhao Zi Zhu, Linyi University, CHINA, 1004275725@qq.com
5Mr. Liu Jia Long, Beibu Gulf University, CHINA, 1697094052@qq.com
*Corresponding author
Abstract
In 2021, China proposed a "double reduction" policy. This policy aims to reduce the pressure of school work and after-school tutoring for students.
Now almost a year later, many local governments have responded to this policy with their own education policies. The "double reduction" seems to have reduced the pressure on families and students, according to current online opinion. However, because of the "double reduction" policy, students are not able to acquire knowledge through after-school life as before, and urban children, especially those from dual-income families, usually lack family education. How does this vacuum affect students? We obtained the relevant information through interviews and searching the literature on the Internet. Based on informative data, this paper analyzes whether students receive appropriate home education to compensate for the previous impact on their learning ability due to extracurricular tutoring and after-school homework. It was found that due to the lack of adequate after-school homework and after-school tutoring, some very high-achieving students could still perform at a high academic level (upper elementary grades), but lower-achieving students' academic performance became worse due to the lack of parental discipline. Appropriate after-school tutoring may indeed safeguard the academic performance of some of the lower-achieving students. And these students usually lack home schooling due to their parents' busy schedules. Students who are better educated at home usually also demonstrate better academic and interpersonal skills. The majority of the lower achieving students have less academic and interpersonal skills because their parents are busy and do not have time for them. However, some students in the middle of the pack can still show some improvement in their academic and school performance if teachers express concern about their home education through in-depth conversations with their parents. Thus, teachers have a very important place as the link between the student's home and school. Teachers should be highly attentive and alert to the relationship between parents and students.
This paper argues that the school, as a cultural crossroads within the community, should play its role as an academic center, mediating conflicts between students as well as families, providing guidance to parents, encouraging positive performance, extending their place in the community, and playing an important role in the school's role in the community.
Keywords: Double Reduction, Family Education, Educational Innovation, Educational Equity, Parental Anxiety
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