Research On The Problems And Countermeasures Of Primary School Teachers’ Work Burden Under The Background Of "Double Reduction"

In December 2019,the General Office of the CPC Central Committee and The General Office of the State Council issued Several Opinions on Reducing the Burden of Primary and Secondary School Teachers and Further Creating a Good Environment for Education and Teaching(hereinafter referred to as the Opinions),namely,the Twenty Articles of Reducing the burden of Teachers,which institutionalized and standardized the work of reducing the burden of primary and secondary school teachers and achieved certain results in governance.In July 2021,the General Offices of the CPC Central Committee and The State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education(hereinafter referred to as "Double Reduction"),comprehensively controlling the learning burden of students in compulsory education.At present,with the comprehensive implementation of the "double reduction" work,under the background of the concurrent development of students’ and teachers’ work,the problem of primary school teachers’ work burden has once again attracted the public’s attention.Based on this,this study aims to reveal the current situation of primary school teachers’ work burden under the background of "double reduction",further analyze the causes of primary school teachers’ work burden problem,and provide scientific and reasonable management countermeasures for the continuous development of teachers’ work to reduce the burdenFirst of all,through the literature research method,collect and sort out the literature or books about teachers’ work burden,further clarify the connotation and concept of teachers’ work burden,and grasp the specific representation and causes of the current teachers’ work burden problem.At the same time,based on the collection and collation of data,the research design is carried out,combined with the relevant research groups and the guidance of experts to complete the primary school teachers’ work burden questionnaire.Secondly,by means of questionnaire survey and interview,we can understand the work content and time allocation of "double-minus" primary school teachers as well as their subjective views on the source of work burden and solutions.This study conducted a questionnaire survey on primary school teachers in Y City,Guangxi.The survey found that after the implementation of the "double reduction" policy,the specific representation of the problem of primary school teachers’ work burden is that the teachers’ work burden is still too heavy and the teaching tasks are overloaded.Teachers work too long and take up too much rest time;School affairs management work density is high,too much external affairs.Thirdly,based on the preliminary questionnaire data and interview data,the paper further analyzes the causes of primary school teachers’ work burden under the background of "double reduction".In general,the generation of primary school teachers’ work burden is caused by the overlapping of old and new problems,namely the problems derived from the implementation of the "double reduction" policy and the unresolved problems of the "Twenty Articles of Teacher burden Reduction".At the same time,based on the multi-subject perspective,it concludes that the generation of primary school teachers’ work burden is mainly caused by the national policy level,the educational administrative department and the school level,the family and the community level and the individual teachers.Finally,on the basis of the concrete representation and cause exploration of the primary school teachers’ work burden problem,the author puts forward scientific and effective management measures.Therefore,this study tries to put forward the establishment of teachers’ work support system by giving play to the leading role of policies;Renew the school management mode and explore the new way of teachers’ work;Linkage of multi-subject forces to build a new scene of collaborative education;Strengthen teachers’ self-regulation and improve their professional quality.