中国电化教育

已有文献对“双减”政策执行的底层逻辑尚未形成一个系统认识，对“双减”政策的实际执行情况调查研究不足。从马克思主义物质利益原则出发，综合采用政策执行“自上而下”和“自下而上”的研究范式，聚焦政策执行的历史基础、目标、关键主体及其利益逻辑，构建“双减”政策执行“起点—重点—终点”三维理论逻辑;通过大样本问卷和走访座谈调查X省“双减”政策的实际执行情况。发现：在“双减”政策执行的第一阶段中，“自上而下”支配逻辑、四组关键主体从自身利益出发的局部理性博弈逻辑和行动高度契合了理论逻辑；“双减”政策意图虽好但与实际执行条件差异大，引发了新一轮焦虑等现实问题；背后是四组关键主体对于外部评价机制的强依附惯性、对“双减”政策理解不到位、自我发展能力弱等深层次问题。最后，从现实条件出发提出构建全面且有历史观察性的教育评价机制、多措并举消解单一的“求取功名”的社会文化和价值取向、强化适应“双减”新要求的师资培训及配套、健全相关机制等四个政策改进方向。

The previous research has not formed a systematic understanding of the underlying logic on the implementation of “Double Reduction” policy. Field investigation on the actual implementation of the “Double Reduction” policy is insufficient either. This paper constructs a framework of “Double Reduction” policy implementation with the triple dimensions of departure point(historical basis)-key point(key actors and their interest logic)-end point(objectives), starting from the Marxist principle of benefit while adopting both the “top-down” and “bottom-up” research paradigms of policy implementation study. This paper finds that, at the first implementation stage of “Double Reduction” policy, the involvement of four groups of key actors highly followed the theoretical logic that this paper constructs; the intention of the “Double Reduction” policy is good, however it is largely different from the actual implementation conditions, which has triggered a new round of anxiety. Behind it are several deep-seated problems including a strong dependence inertia on the external evaluation mechanism from the key actors, a deviation in the key actors' understanding of the “Double Reduction” policy, weak self-development ability and other deep-seated problems. Finally this paper suggests four policy improvement directions of constructing a comprehensive and historically observable elementary education evaluation mechanism,taking multiple measures to eliminate the single social culture and value orientation of “seeking fame”, strengthening teacher training as well as supports, and perfecting the related mechanisms.