“双减”政策下中小学教师教学决策调查研究——基于西蒙决策理论分析与思考-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Research on the Teaching Decision of Primary and Middle School Teachers under the “Double Reduction” Policy

Author(s):: CHEN Wen-sheng; ZHENG Xiao-yu; LIU Hong-yao; (Normal College of Jimei University, Xiamen 361021, China)

Keywords:: Simon Decision Theory; teaching decision; “double reduction” policy; primary and secondary schools

摘要:: 以西蒙决策理论为分析框架，基于对福建地区中小学校的378份问卷调查结果发现：“双减”政策实施后，在教学前、中、后三个阶段，教师教学决策发生变化，能够站在学生立场，结构化备课，给予学生自主性时空，注重反思性评价。在此基础上提出建议：立足单元，关注整体设计；转变方式，给予充足时间；发展素养，落实立德树人；组织引导，扮演促学角色；尊重差异，体现分层弹性；彰显多元，促进激励策略。

Abstract:: Taking Simon’s decision-making theory as the analytical framework, based on 378 questionnaires from primary and secondary schools in Fujian, it is found that after the implementation of the “double reduction” policy, teachers’ teaching decision-making ability has changed in the three stages of before, during and after teaching. Teachers can stand on the students’ position, prepare lessons in a structured way, give students independent time and space, and pay attention to reflective evaluation. On this basis, effective suggestions for teachers’ decision-making are put forward: lay priority on unit, pay attention to the overall design; Change the mode and give sufficient time; Develop literacy, implement morality and cultivate people; Organize and guide, play the role of promoting learning; Respecting differences and reflecting layered elasticity; Highlight diversity and promote incentive strategies.