Exploring the Current Situation and Problems of Changing Teaching Patterns in Rural Compulsory Education Through Double Reduction Policy Practices

Abstract

The Double Reduction policy is a hot topic of interest in China and in the year or so since it was put into practice. This essay, therefore, reviews and analyzes the collected literature and data to analyze the current situation of students, teachers, and parents in rural areas after the implementation of the "Double Reduction" policy and to identify changes or problems that exist. The study discovered that teachers were equally committed to their own professional growth and strategy changes, which made teaching in rural areas more suitable to the local conditions and features. The emphasis of education in the classroom was also more on the kids themselves, which significantly quickened the process of catching up to students in metropolitan areas in terms of development. However, the Double Reduction policy also puts instructors under pressure to work more hours, makes it difficult for them to develop their own skills, and gives children inequitable attention in the classroom. In addition, there is a dearth of rich content forms in the after-school services. Rural areas also experience challenges as a result of the Double Reduction policy in terms of inadequate infrastructure, human resources, and barriers to home-school communication, which merits consideration. In order to promote the full implementation of the Double Reduction policy, the transformation of the focus on teachers, individuals of students and their parent's education thinking should be carried out simultaneously, so as to realize the ultimate goal of education reform as soon as possible and return education to education itself.