Author(s)

Ruyi Yin ¹

Affiliation(s)

¹ Teacher Education College, Suqian University, Suqian, 223800, China

Corresponding Author

Ruyi Yin

ABSTRACT

"Double Reduction" marks a turning point for the high-quality development of school education, with various regions putting a stop to after-school tutoring to cut off sources of pressure. Schools are strictly controlling the overall workload while optimizing assignment designs and promoting flexibility. "5+2" serves as a new focus for enhancing the quality and efficiency of schools, with each school developing unique after-school service courses to cater to students' individual development needs. The combination of "Double Reduction" and "5+2" effectively "reduces" academic pressure on students, promotes their comprehensive development, and reinforces the core position of school education. However, it also gives rise to an "addition" effect, increasing parental anxiety over their children's academic performance, intensifying mid-week study pressure on students, and demanding higher levels of self-management skills.

KEYWORDS

Double Reduction, 5+2, after-school services, quality enhancement and efficiency improvement

CITE THIS PAPER

Ruyi Yin, Implementation Status and Influence of After-School Services under the Background of "Double Reduction". Curriculum and Teaching Methodology (2023) Vol. 6: 120-125. DOI: http://dx.doi.org/10.23977/curtm.2023.061519.

REFERENCES

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[3] Du Xiao. The Difficulties of After-class Service under the Vision of "Double Reduction" Policy and Its Solutions. Journal of Jinan University (Philosophy and Social Sciences Edition), 2022 (03): 121-132.
[4] Chen Chunxian, Yang Han. Reducing Burden, Enhancing Quality, and Demonstrating Warmth: Comprehensive Implementation of "5+2" After-School Services in Our City. Wuxi Daily, Sept. 7, 2021 (003).
[5] Liu Xiaoting, Wang Xiaohui. Construction of School-based Curriculum System for After-School Services under the Policy of "Double Reduction" and the Implementation of "Optional Class System". Liaoning Education, 2022 (03): 16-19.
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