Creative Education In Middle Schools Driven By The ‘Double Reduction’ Policy Research On Development Strategy

Creative education is an important part of quality education in middle schools and an objective need for high-quality development of middle school education.This paper reviews the existing literature,systematically combs the relevant research results of ‘double reduction’policy and creative education in middle schools,and summarizes the development process of creative education in middle schools in China.By introducing Florida ‘3T’ theory,Marx’s theory of human‘s all-round development and Vygotsky’s theory of the zone of proximal development,this paper demonstrates the rationality,feasibility and necessity of this study.Based on the results of literature review and theoretical analysis,this paper constructs a theoretical model of the relationship among the influencing factors of creative education development,social creative education concept and creative education quality.Also put forward 12 research hypotheses.After experts’ researches and pre-research,the questionnaire research on the development strategy of creative education in secondary schools driven by the‘double reduction’ policy was developed.A total of 457 valid questionnaires were collected from middle school teachers in Xiamen,Zhangzhou,Quanzhou,Fuzhou,Shenzhen and Beijing.The empirical analysis was carried out with the application of SPSS26.0 and AMOS23.0software.Based on the results of the empirical analysis,countermeasures to improve the quality of creative education,which was driven by the ‘double reduction’ policy were proposed.This paper has obtained the following three main research conclusions.Firstly,the influencing factors of creative education development are composed of creative education policy,students’ creative ability,teachers’ creative literacy and school creative education environment.The empirical results show that all these factors could significantly affect the quality of creative education.Among them,teachers ’ creative literacy has the most remarkable impact.Secondly,the empirical results also show that the concept of social creative education plays an intermediary role in the relationship between the influencing factors of creative education development and the quality of creative education,which shows that the concept of social creative education plays an important role in the development of creative education in China.Thirdly,according to the empirical results,the countermeasures and suggestions to improve the quality of creative education are put forward from five aspects.First of all,complete the creative education policy and make it play the guiding role.The second is to improve students’ creative abilities and cultivate creative personality.Thirdly,improve teachers’ creative literacy and create high-quality education.Fourthly,improve teaching facilities,build a strong campus creative atmosphere.Finally,update the concept of social creative education and enhance social inclusion.This paper combines qualitative and quantitative research methods to explore the influencing factors of the development of creative education in China and its development strategy under the background of the ‘double reduction’ policy.The main innovations are reflected in two aspects.One is the innovation of research content.The research on creative education in middle schools in China is still relatively lacking.Based on the existing literature and the current situation of creative education practice in China,this paper puts forward the strategies for developing creative education in middle schools from the perspectives of schools,educational administrative departments and society.The second is the innovation of research methods.This paper uses the structural equation model to empirically analyze the survey data,and introduces intermediary variables to explore the mechanism of influencing factors on the quality of creative education in middle schools.The conclusion of this paper has certain academic value,enriches the theoretical research of creative education in middle schools in China,and hopes to provide valuable reference for subsequent research and practice.