Research On The Schools’ Resistance In The Implementation Of The "Double Reduction" Policy

With the implementation of the "Double Reduction" policy in China,the effect of governing off-campus institutions is obvious,but there is still a large gap between the implementation of "Reducing the burden of students and improving the quality of teaching in compulsory schools" and it’s established goals.The "Double Reduction" policy clearly emphasizes the role of schools as the "Main Front in the Education Reformation".Therefore,it is important to research the manifestation,causes and elimination strategies of Schools’ Resistance in order to refine the "Double Reduction" policy.This thesis consists of three parts: Introduction,Main Text and Conclusion.The introduction part describes the reasons for choosing the topic,the purpose and significance of the research,the literature review,the definition of core concepts,the introduction of relevant theories,and the research methods and designs.The first part of the main text focuses on the implementation of "school-wide burden reduction",which through five dimensions: school management,classroom teaching,after-school services,homework and tests,and extracurricular tutoring.Interview and cases analysis are used to research the current status of policy implementation and to explain the problems of "School Subjects" in the process of policy implementation.In the second part,we use“Social Role”and“Social Construction”of this two theoretical perspectives to present the role of schools in the new policy and it’s deserved state.Also we analyze and reflect on the gap between the actual conditions for "school-wide burden reduction" and the conditions which are needed.The third part make recommendations to eliminate the resistance from different angles: "Social Role," "Social Construction," and "Social Environment".The conclusion part is an overall understanding and reflection of this research,which summarizes the relevant findings based on the previous paper and reflects on the limitations in terms of the research object,research method,and research process.The following resistance phenomena are founded: In terms of school management,the lag in updating school management can’t meet the requirements of rapid change in a short period of time.The contradiction of multiple assessment criteria and the pressure of performance orientation make school administrators choose to act in favor of "test scores";In terms of classroom teaching,the lack of teachers’ ability and motivation to implement policies has led to a significant reduction in "Ease the burden of excessive schoolwork and improve learning efficiency at the same time ";In terms of after-school services,the implementation of new requirements for after-school services has placed additional burden on teachers and left schools in a difficult position to coordinate the interests of all subjects;In terms of homework and examinations,there is a common default of multiple subjects that policy can be implemented variably;In terms of extracurricular tutoring,teachers and parents spontaneously confront the policy for pressure to get into higher education.The reasons include that the government’s policy inertia and the school’s power dependence;Society shifts anxiety to schools;Role conflict and faltering when faculty groups are faced with policy requirements to change roles;Different subjects such as government,school,and family are dissatisfied with the goals and measures of the policy and take actions that deviate from the achievement of the policy;The lack of cooperation and communication,rationality and coordination in policy formulation and a supportive social cultural environment,“Limitations of the school’s own strength” and Long-term effects of public emergencies".Based on the phenomena and results of interviews,following suggestions are proposed for dissolving schools’ resistance and enhancing the effectiveness of the "Double Reduction" policy: Firstly,strengthen the main position of schools in education policy implementation,and allow schools to be creative and flexible in policy implementation;Clarify the role of teachers as "Reformer" and promote reformation through teachers’ professional development;Play the role of social media to guide the public’s reasonable expectations of education;Secondly,promote consensus policy perceptions among multiple subjects;Establish a multi-subjects collaborative school education model;Thirdly,cultivate supportive social and cultural concepts;And Provide resources and institutional safeguards to enhance the hard power of schools to respond proactively to change.