A Study On The Current Situation Of Academic Burden Of Junior High School Students Under The Background Of "Double Reduction"

For primary and secondary education,excessive academic burden destroys the educational ecology and affects students’ physical and mental health.In July 2021,the General Office of the CPC Central Committee and the General Office of the State Council issued “the Opinions on Reducing the Burden of Homework and Off-campus Training for Students in the Stage of Compulsory Education”.Over the past year,the "double reduction" policy has achieved phased results,but the problems that need to be solved by the "double reduction" policy have been accumulated for a long time,and the burden of primary and secondary school students is a "old and difficult" problem,which is rooted in the industrialization and utilitarianization of education,rooted in the combination of social structure and cultural tradition,and will the visible reduction of the burden of homework promote the reduction of students’ psychological burden?Accordingly,in this study,we regarded academic burden as the result of subjective and objective comprehensive effects,including both the learning burden composed of objective environmental factors,that is,the exogenous academic burden(objective burden),and the academic burden composed of the subject’s own psychological factors,that is,the endogenous psychological burden(subjective psychological burden).And then,taking X Middle School as an example,the current situation of academic burden of junior high school students was analyzed through questionnaire surveys and other methods.The result showed,under the environment of "double reduction" policy implementation,the academic burden of junior middle school students in X middle School was still generally heavy.Among them,the subjective reasons mainly included "academic pressure caused by lack of achievement" and "academic pressure caused by gender difference".The objective reasons mainly included: first,teachers and parents were lack of understanding of the double-reduction policy;Second,students’ perceived academic burden was different from that of parents and teachers;Third,the effectiveness of students’ learning methods and self-regulation ability need be improved.Then,the paper analyzed the causes of junior high school students’ academic burden,and finds: first,there was psychological conflict between students’ self-development and external pressure;Second,students’ negative coping styles and self-cognition;Third,peer pressure;Fourth,parents’ cognition,parents’ educational concept and expectation;Fifth,the school did not pay attention to the psychological counseling of students;Sixth,the degree of cooperation and communication between home and school was not high.In summary,it can be seen that the problems presented by the academic burden of junior high school students need to be optimized through multiple channels and paths.In order to better reduce the academic burden of junior high school students and promote the implementation of the "double reduction" policy,this study recommends the following four strategies: further strengthen the publicity of the "double reduction" policy;pay attention to students’ overall development and strengthen psychological health education;optimize the allocation of resources and solve the problem of insufficient policy resources;and increase the support for teachers.The study recommends the following four strategies: further strengthen the publicity of the "double reduction" policy;pay attention to students’ overall development and strengthen psychological health education;optimise the allocation of resources to solve the problem of insufficient policy resources;and increase the care for teachers to improve the quality of teaching.It is hoped that this study will shed some light on the issue of reducing the academic burden of junior secondary school students,thereby promoting the healthy growth of secondary school students.