Strategies for Improving the Teaching Quality in Middle Schools Under the Double Reduction Policy

Abstract

The meaning of the term “reduction” in Double Reduction Policy implores teachers to reflect on their teaching process and improve teaching efficiency. Not only should the quantity be reduced, but so should the behavior. Having a comprehensive understanding of the students’ learning process is actually a form of science. Therefore, we need to study and enhance its development [1]. In order to reduce the learning burden and increase the efficiency of classroom teaching, we must clearly identify the inefficient and ineffective behaviors in classroom teaching, so as to avoid the following situations: a lack of deep thinking, a lack of ability in lesson preparation, fragmentation of questions and answers, a lack of questions that highlight the key points, anticlimax teaching process, and the habit of running over time in class [2,3]. On this basis, this paper elaborates the current education state and clarifies the basic requirements of effective classroom teaching. Meanwhile, to reduce students’ workload and increase the efficiency in carrying out assignments, much attention should be paid to optimizing assignment design and refining homework review and feedback. The purpose is to assign homework with an appropriate amount (achievable), precision (targeted), and suitability (personalized). Putting an end to the repetitious and unified training is not enough to improve the effect.