Research On The Implementation Deviation Of Double Reduction Policy In The Stage Of Compulsory Education ——A Case Of L City

The reduction of heavy academic burden on students is a fundamental component of basic education reform,which is of great significance and farreaching impact on promoting the all-round and healthy development of students and deepening the comprehensive reform in the field of education.In the face of strategic thinking on deepening education reform,which has a bearing on the future of the country.As China’s education reforms are proceeding,the reduction of the excessive academic burden has become a major aspect of the country’s education reform.China attaches great importance to the "burden reduction" of students in the stage of compulsory education,and has issued a number of educational burden reduction policies since the reform and opening up.However,the problem of students’ generally excessive academic burden has not been fundamentally alleviated,and new phenomena,problems and difficulties induced by academic pressure have even emerged at each period.After the 19 th CPC National Congress,the central government has worked to improve the design of basic education construction at the top level.giving more attention and inclination to the issue of reducing students’ burden.In 2021,China starts a new round of work to ease the burden of excessive homework and offcampus tutoring for students undergoing compulsory education.In order to implement the central decision and deployment,local governments have issued corresponding implementation plans and landing measures.Whether the policy can be fully implemented and whether it can effectively control and reduce the deviation of policy implementation is a key issue that needs to be solved urgently.Taking the new round of national student academic burden reduction policy in2021 as the starting point and focusing on the local policy implementation practice,this paper explores the implementation of double burden reduction policy in L city and its surrounding counties in central China.The study takes the new round of national student academic burden reduction policy in 2021 as a starting point and focuses on local implementation practices.The paper attempts to demonstrate the basic approach and effectiveness of the current policy of reducing excessive academic burdens on students from the actual case,and focuses on the causes of the current implementation of the policy based on a brief analysis of the current situation and its negative effects.Specifically,this paper takes the deployment and implementation of the policy of reducing students’ heavy academic burden in L city in central China as an example,and takes the local city and county government as the center to investigate and analyze the implementation process of the policy.The main content of the article is divided into five parts.The introduction mainly introduces the background of the policy of reducing students’ excessive academic burden in the stage of compulsory education,as well as the theoretical and practical significance of the research.In addition,it also includes the research route and methods of the article.The article also includes the literature review at home and abroad,focusing on the implementation of policies related to reducing students’ heavy academic burden in the stage of compulsory education.Based on previous discussions of interests and structures and Western theoretical models,this paper argues that the multiple internal interests and endogenous relationships involved in the student load-reduction policy system are not sufficiently explained by the current research,which ignores the specificity of the educational field,resulting in a weak explanation of policy implementation deviation of reducing students’ heavy academic burden policies.Based on the definition of the core concepts involved in the research and the inductive analysis of Smith’s policy implementation process theory,this article attempts to explore the causes of the deviations in the implementation of the burden reduction policy from the perspectives of the implementation environment,the implementation system,the implementation resources and the capacity of the implementation subjects.In the third part,a brief overview of the implementation of the policy in the city of L is presented,with a detailed description of the deviations in the implementation of the policy in the local area,through which the main questions of the study and the phenomena that need to be explained are presented.The study found that although L city was actively promoting the implementation of the policy in a context of high party and government promotion,there were deviations in the actual ways and means of policy implementation and the final results.There are four specific manifestations of the existence of deviations.It includes the divergent implementation deviation deviations based on school sections and levels,the flexible implementation deviations in which schools interpret the policy dynamically,the resistant implementation deviations in which parents and students do not cooperate,and the alternative implementation in which different directions of goal substitution are generated.The fourth part explores the reasons for the deviation of policy implementation from the perspective of "environment-systemresources-capacity".As the executive body,the educational units at the city and county level are confronted with the conflicting tensions between policy and the socio-economic,educational and cultural,and legal environments;with the imbalance of emphasis between the management of in-school burden reduction and the governance of out-of-school training under institutional inertia;with the lack of support and positive and negative constraints in terms of human resources,finance,assessment and accountability,and supervision;and with the limitations of the quality and capacity of individual policy implementers themselves.In this context,the policy stakeholders have not formed a broad recognition basis for the policy,and the formal executive subject and the informal subject of the burden reduction policy have a negative interaction in the educational field,creating a huge space for policy implementation deviation,dismantling the effective authority in the implementation system and generating diverse forms of implementation deviation.According to the perspective of "environment-system-resources-capacity",the fifth part optimizes the environment to expand the recognition of policies,correct the balance of governance focus inside and outside the school,supplement the support of supporting resources,and strengthen the capacity-building of the implementation team,so as to build a collaborative implementation structure and optimize the implementation effect.The study concludes that the tension between the policy and the implementation environment creates a weak basis for identification with the policy,which provides the fundamental impetus for implementation deviations;the highlevel promotion of the party and government brings institutional pressure and path dependence,forming the implementation deviation space,which provides multiple possibilities for the distorted implementation of the policy;the lack of supporting resources leads to a loose enforcement structure,resulting in insufficient synergy to restrain implementation deviations;the quality and capacity deficiencies of the implementation actors The lack of supporting resources has led to a loose enforcement structure,resulting in insufficient synergy to restrain implementation deviation;the quality and capacity deficits of the implementing subjects are able to drive local adaptation and reinvention of local practices.The defects of the quality and ability of the executive subject are not able to drive the local practice to adjust measures to local conditions and re-innovation.Therefore,the differentiation,resistance,flexibility and alternative implementation deviation of the burden reduction policy is the interactive process of environment,system,resources and capacity based on behavior practice.