A Case Study On The Teaching Adaptability Of County Junior High School Teachers Under The Background Of "double Reduction

As an important guarantee of the quality of school education and an important executor of the national "double reduction" policy,teachers’adaptation to the new requirements of "double reduction" in improving the quality of classroom and reducing the burden of students is directly related to the effectiveness and success of policy promotion.The research depicts the teaching adaptability of county teachers from the aspects of adaptability process,adaptability type,adaptability dilemma,influencing factors and adaptability improvement strategies,and describes the actual implementation of national policies at the county level from the perspective of teachers,with a view to providing reference for the implementation of follow-up policies and the formulation of supporting measures.This study is based on the theory of social adaptation and the theory of teachers’ professional development.It mainly adopts the case study method and the investigation method.It takes the D Middle School in T County as a case,its 14 front-line teachers as a sample,and one-to-one in-depth interview as the main data collection method.After qualitative coding and analysis of the interview results,the following conclusions are drawn:First,with the continuous promotion of "double reduction" and their own continuous attempts,the teachers of D Middle School have experienced three stages of development:the difficulties at the beginning of the reform,the groping ahead and the summary after the middle school entrance examination.Secondly,with many new changes brought about by the "double reduction",teachers present three types of adaptation in the process of adaptation:the "positive" who turns challenges into opportunities,the "defender" who complains and resists,and the"wait-and-see" who is emotionally exhausted and has nothing to do.Third,the problem of teaching adaptability of D middle school teachers is currently facing the following dilemmas:in terms of teaching cognitive concepts,it is difficult to reverse the "short-sighted" thinking of teachers,and there are errors in understanding the "double reduction" policy;In terms of teaching emotion and attitude,teachers have a sense of fatigue caused by blurred boundaries between life and work,a sense of loss caused by the decline of teaching autonomy,and a sense of loss caused by insufficient returns;In terms of teaching knowledge and ability,teachers have the problems of lagging discipline knowledge,inadequate classroom design ability and lack of hierarchical operation ability;In the practice of teaching behavior,teachers’ behavior changes remain on the surface,and communication with parents is missing and misplaced.Fourth,the factors that affect the improvement of teaching adaptability of teachers in D Middle School include not only teachers’ subjective factors,such as the poor psychological adjustment ability of teachers and the pressure of self-responsibility,but also environmental factors,such as the large number of students,the large individual differences of students,the improvement of students’ parents’ expectations,the large workload of extra-teaching tasks,the imperfect evaluation system,the inadequate training and guidance,the lack of teaching and research environment,the impact of high school entrance examination score orientation and online teaching.Based on the above findings,the study proposes strategies to improve teachers’ teaching adaptability in the context of "double reduction" from two subjects:teachers should strengthen their emotional management to improve their internal drive to adapt to the reform,and continue learning and communication to enhance their professional development autonomy;schools and educational administrations can take the following measures:promote humanistic care to stimulate teachers’sense of professional belonging,establish a responsibility list to clarify teachers’ role definition domain,improve supporting measures to establish a systematic protection system network,pay attention to the effectiveness of training to activate the energy source of professional development,and strengthen publicity to build a good public opinion ecosphere,so as to provide support for teachers.