摘要
“双减”政策实施初期,父母的教育焦虑呈现出新的特征:一是在主体性层面从普遍焦虑向特殊焦虑转变;二是在实践性层面,经济焦虑减少,教养焦虑增加;三是在价值性层面,应试焦虑与成长焦虑并存。之所以产生这些新变化,既与教育政策变迁所引发的新的不确定性因素有关,也与协同育人模式的深化转型相联,同时是家长教育观念内在张力作用的结果。对此,亟需从主体性、实践性和价值性层面“三管齐下”:加强政府主导,落实政策配套与实践衔接;加强学校引导,提升家庭、学校和社会协同育人能力;加强社会倡导,推动教育观念的整体变迁。
At the beginning of the implementation of the“Double Reduction”policy,parents’educational anxiety has changed in the following ways:first,from general anxiety to special anxiety at the subjective level;second,at the practical level,economic anxiety has decreased and nurturing anxiety has increased;third,at the value level,test-taking anxiety coexists with growth anxiety.The reason for these new changes is related to the new uncertainties caused by the changes in education policies,as well as the transformation of the collaborative parenting model,and the result of the inner tensions in parents’conceptions of education.In this regard,there is an urgent need for a“three-pronged”approach at the levels of subjectivity,practice and value:strengthening government leadership to implement policy support and practice convergence;strengthening school guidance to enhance the capacity of home-school-community collaborative education;and strengthening social advocacy to promote overall changes in educational perspectives.
作者
罗阳
刘雨航
Yang Luo;Yuhang Liu(Faculty of Education,Shannxi Normal University,Xi’an 710062;Research Center for Modern Cities of China and School of Social Development,East China Normal University,Shanghai 200241)
出处
《教育与经济》
CSSCI
北大核心
2022年第5期67-73,96,共8页
Education & Economy
基金
国家社科基金重点项目“不确定性研究的社会学转向及其体系建构”(项目编号:22ASH002)
陕西省社会科学基金项目“‘双减’下陕西省父母教育焦虑的‘家校社’协同治理研究”(项目编号:2022P161)的阶段性成果。
关键词
“双减”
教育焦虑
家庭教育
“Double Reduction”
parental education anxiety
family education
