| 从“减负”到“双减”:基于史密斯模型的政策执行偏差分析 |
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| 引用本文： | 邹,琪樊,丽.从“减负”到“双减”:基于史密斯模型的政策执行偏差分析[J].宁波大学学报(教育科学版),2022,0(4):36-043. |
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| 作者姓名： | 邹 琪樊 丽 |
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| 作者单位： | (安徽财经大学 财政与公共管理学院,安徽 蚌埠 233030) |
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| 摘 要： | 基于史密斯政策执行模型，分析我国的“双减”政策面临的若干问题，发现前期出台的关于减轻中小学生过重的课业、心理负担的“减负”政策与理想化仍有一定差距，存在“越减越负”“素质”教育过度以及“想减不敢减”的问题。因此，有必要回归义务教育阶段素质教育的内涵和目的以及政策制定、执行、评价的具体过程，深入剖析前期素质教育“减负”政策执行偏差原因，如考核方式不当、违背目标群体成长规律、背离义务教育公益属性以及缺少统一的认定标准，提出要重视“双减”政策的过程考核、遵循目标群体的成长规律、营造良好的“双减”政策环境以及统一“双减”政策的认定标准。
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| 关 键 词： | 义务教育 “双减”政策 政策偏差 减负 |
From Burden Reduction to Double Reduction: Smith Model-based Analysis of Policy Implementation Deviation |
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| ZOU Qi,FAN Li.From Burden Reduction to Double Reduction: Smith Model-based Analysis of Policy Implementation Deviation[J].Journal of Ningbo University(Educational Science Edition),2022,0(4):36-043. |
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| Authors: | ZOU Qi FAN Li |
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| Affiliation: | ( School of Finance and Public Administration, Anhui University of Finance and Economics, Hefei 33030, China) |
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| Abstract: | This paper employed the Smith policy implementation model to examine the deviations in implementing the “Double Reduction” policy ensuing from the double-minus program that intended to reduce students’ burden in courses assignments and psychological pressure. It found that the policy has problems of “the more you reduce the more the burden", the excessive "quality" education, and the "want to reduce but not dare to reduce”. Therefore, there is a need to return to the essence and connotation of the compulsory quality education, and the process of policy-making, enforcement and assessment. For this purpose, it accordingly recommended that specific steps are taken to streamline the policy-making process, respect the law of the target groups’ growth, create a favorable double-minus policy environment, and unify the certifying standards for double reduction |
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| Keywords: | compulsory education double-minus policy policy deviation burden reduction |
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