Research On Parents’ Learning Concept And Learning Behavior Under The Background Of "Double Reduction" Policy

The "double reduction" policy emphasizes on reducing out-of-school training,alleviating children’s academic burden,relieving parents’ economic pressure and educational anxiety,so as to build a good and fair education ecology.Under the background of the "double reduction" policy,"parents",as a naturally endowed social role,need to learn to adapt to the new changes and challenges.Based on the problem of parents’ learning under the background of "double reduction" policy,this study takes the parents of junior high school students as the case,focuses on the specific representation of parents’ learning concept and learning behavior under the guidance of policy,and proposes suggestions to enhancing the quality of parents’ learning by conducting an analysis of the changes in parents’ learning concepts and learning behaviors before and after "double reduction" policy and related influencing factors.By combing a large number of literature resources,this study carefully considers the connotation of "learning concept" and "learning behavior",and then,based on the qualitative research paradigm,adopts interview survey and object analysis,and conducts a grounded analysis to collect data from 17 parents of junior high school students with the help of Nvivo12.The main findings of this study are:First,parents’ learning concept and learning behavior are matched and interrelated.Parents’ learning perspective,learning motivation and education concept in the learning concept and parents’ learning behavior,containing parents’ learning content,learning style and learning results show the characteristics of flexible collocation and mutual influence of parents’ learning behavior.Second,parents’ learning concept and learning behavior have undergone a series of changes before and after the promulgation of the "double reduction" policy,which are manifested as follows: in terms of learning concept,parents’ role consciousness has changed from "vague" to "clear and conscious",and education concept has changed from "only score theory" to "all-round development" quality education concept;In learning behavior,the learning content shifted from focusing on "academic performance" to "guidance of employment planning";Learning input has transformed from "low level participation" to "high quality participation".These changes are characterized by positive adaptability and relative stability.Thirdly,parents’ learning concept and learning behavior are affected by factors such as learning cognition,learning time guarantee,learning resource allocation and learning content supply,and the changes and characteristics of parents’ learning concept and learning behavior are closely related to parents’ psychological resilience and educational safety needs.Drawing upon the above research findings,combined with constructivism learning theory,social role theory,and self-directed learning theory,a "problem-oriented,iterative" parent learning transformation model is constructed,and countermeasures and suggestions are put forward from three aspects: "prerequisite","relying on technology" and "building a team".