Education论文模板 – Influence and Countermeasures of Elementary and Middle School Students’ Quality Education Under the “China’s Educational Double Reduction” Policy


The research intends to assess the influence of countermeasures of middle and elementary school students’ quality educational programs under the Chinese educational double reduction policy. This chapter entails a background of the issue/problem, a clear research question, a GAP to address the issue, and chapters to answer the research question and develop a strong argument. It is of great importance to carefully investigate and analyze the impact of countermeasures of middle and elementary school learners’ quality education under the “Double Reduction” policy: education modernization, quality-oriented, and exam-oriented education (Xue and Shi, 2022). This research will use online and one-one interview methods and discussion chapters to help answer the research question. Different researchers have investigated the impacts of the “Double Reduction” policy on quality education. Jiang et al. (2013) states that the policy reduces students’ workload by giving the enough time to concentrate on other extracurricular activities.   

Background of the Problem/Issue and Objective of the Research

Students usually face numerous challenges and pressures in homework and after-school programs. Students need to rush through the assignment, take notes, manage time, stay organized, study effectively, recall information, and learn independently, which exhaust learners. On the other hand, as schools concentrate more intensively on preparing learners with academic skills essential for success in the information era, attention is increasingly turning to the experiences of youth and children in their out-of-school time. According to Chen et al. (2020), most of them lack the required resources and enough time to participate in after-school programs. Thus, minimizing homework is the main goal for learners to create a healthier and enjoyable life experience by getting enough rest and having more time to engage in after-school programs and extracurriculars (Yuan et al., 2013). The Chinese government’s “Double Reduction” policy is meant to minimize the time needed to do school assignments and ease the burden of after-school programs on students. This study builds its arguments on the recently published new policy known as “Double Standard” that addresses the challenges of workloads of middle and elementary school students (Wu et al. 2021). Under this argument, the study will investigate the challenges of students’ workloads by analyzing and discussing the impacts on major cases that affect students’ lives and its countermeasures. In doing so, the article will discuss the context of “China’s Double Reduction” strategy, which is considered education modernization, exam-oriented learning, a quality-oriented education. It will investigate its influences and detailed plans of transition.

Research Question

Does the “Double Reduction” policy improve the overall quality of the education program, minimize excessive study burdens, and maintain learners’ health? Or does its strict control over diverse aspects of the after-school programs influence its effectiveness?

This research question presents two hypotheses: the effectiveness of the “Double Reduction” policy or its inefficiency due to various strict controls on the after-school programs. Even though the policy has rigorous control over different aspects of the after-school program training institutions, it presents numerous benefits to learners’ educational professionals and institutions. Compared with their foreign students’ counterparts, Chinese students usually spend more time on their studies before introducing the “Double Reduction” policy. According to Wu (2021), most Chinese students get less or no time participating in extracurricular activities or rest, causing a rise in myopia and obesity among Chinese children. Earlier, the Chinese educational authorities attempted to ease learners’ burden by minimizing school hours and setting time limits for doing homework. However, such measures did not generate the desired result to ensure children scored good marks in any test. Their parents enrolled them in a private test preparation school. So, the Chinese Educational authorities tightened regulations on test-prep sectors by introducing a “Double Reduction” policy. Chen et al (2020) explained that under this policy, students are not pushed to study frequently for exams, but instead, they invest their free time in self-exploration and hobbies.   

A GAP to Address

It is essential to address the impact and countermeasures of quality education on Chinese students under the policy. The research needs to answer the question, “how does quality education relates to the “Double Reduction” policy? There is a need to investigate the significance of quality education under the policy and in students’ lives and whether it attain the required objective. The other research gap is Will, “Double Reduction” policy leads to fairer learning and education system. Even though the policy advocate for the ban of private institutions, some affluent parents still seek private tutors to ensure their children expel in a competitive examination. Now all students do not get getting equal education, and some are also attending on-campus classes for extracurricular and academic subjects to prepare for exams, while others are still behind due to the policy that minimizes workloads to students. Quality learning resources and services are available for parents that walk the extra mile. As a result, more research is needed to address inequality and improve the overall learning experience for all students (Kokela, 2015).

Outline Plan/Chapters to Answer the Research Question

This research will provide a discussion section research method that presents the interview and research results chapters, including countermeasures, strict controls, and influence. The research method will involve interviews (both one-one and online interviews) with the principal school chairman and course directors of middle and elementary schools. This will help address the research question on the impact of “Double Reduction” on quality education, minimizing excessive workloads, and enhancing learners’ overall health. This chapter will also investigate how the “Double Reduction” policy reduces learners’ homework burden and minimizes the field of after-school programs. The policy transforms the property and status of the after-school program. Lin (2021) illustrated that it also alters the training duration, which calls for an investigation on its strict control regulations. The discussion chapter will address the issue of countermeasures. The countermeasures are shifting the course from exam-oriented to quality-oriented. This explains how the countermeasures adopted and developed new programs and courses adapted to the new policy. Further, the influence section will highlight how the policy influences the after-school program immensely. The Chinese government’s “Double Reduction” policy is meant to minimize the total amount of time needed to do school assignments and ease the burden of after-school programs on students. The conclusion chapter will support the thesis/research question. It will confirm how the policy has transformed China’s Educational System (Fisher and Fyfe, 2015).

List of references

Chen, Y., Lin, H., Wang, Y., Cao, R., Zhang, C. and Zhao, Y., 2020. Modified double-reduction method considering strain softening and equivalent influence angle. KSCE Journal of Civil Engineering, 24(11), pp.3257-3266.

Chen, Y., Lin, H., Wang, Y., Cao, R., Zhang, C. and Zhao, Y., 2020. Modified double-reduction method considering strain softening and equivalent influence angle. KSCE Journal of Civil Engineering, 24(11), pp.3257-3266.

Fisher, R.A. and Fyfe, V.C., 2015 Double reduction at the Rosy, or Pink, locus in Lythrum salicaria. Nature, 176(4494), pp.1176-1176.

Jiang, X., Wang, Z., Liu, L. and Zhou, Z., 2013. The determination of reduction ratio factor in homogeneous soil-slope with finite element double strength reduction method. The Open Civil Engineering Journal, 7(1).

Kokela, L.N., 2015. Double reduction of partial differential equations with applications to laminar jets and wakes (Doctoral dissertation, University of the Witwatersrand, Faculty of Science, School of Computational and Applied Mathematics).

Lin, X., 2021, December. Analysis of the Influence and Countermeasures of China’s New Educational Policy “Double Reduction”. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 822-826). Atlantis Press.

Wu, B., 2021, December. Research on the Impact of China’s “Double Reduction” Policy on Out-of-School Remedial Classes. In 2021 3rd International Conference on Economic Management and Cultural Industry (ICEMCI 2021) (pp. 548-552). Atlantis Press.

Wu, D., Geng, Y. and Pan, H., 2021. Whether natural gas consumption bring double dividends of economic growth and carbon dioxide emissions reduction in China?. Renewable and Sustainable Energy Reviews, 137, p.110635.

Xue, H. and Shi, H., 2022. Starting Line Competition: An Analysis of the First Time for Primary and Secondary School Students to Participate in Extracurricular Tutoring——An Empirical Study Supporting the Implementation of the “Double Reduction” Policy. Journal of East China Normal University (Educational Sciences), 40(2), p.71.

Yuan, W., Bai, B., Li, X. and Wang, H., 2013. A strength reduction method based on double reduction parameters and its application. Journal of Central South University, 20(9), pp.2555-2562.

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