Reducing the burden on teachers is a key measure to optimize the educational environment
[Bright Times Review]
A few days ago, Fujian Province issued the "Fujian Primary and Secondary School Teacher Burden Reduction List". The list specifies 18 items in terms of standardizing supervision, inspection, evaluation and evaluation, standardizing social affairs entering campuses, standardizing and streamlining related report filling work, and standardizing the selection and borrowing of primary and secondary school teachers. Provisions to comprehensively reduce the burden of teachers' non-teaching tasks.
According to the relevant person in charge of the Ministry of Education, it is necessary to increase the supervision of the burden reduction of primary and secondary school teachers. At present, 20 provinces across the country have issued a burden reduction list, and it is expected that all provinces will publish a burden reduction list during the year.
Teachers in primary and secondary schools have been overburdened for a long time, and various teaching and non-teaching tasks have taken up a lot of time and energy of local teachers at the grassroots level.
The burden reduction lists issued by localities clearly point to these matters. For example, Heilongjiang, Hunan, Sichuan, Yunnan and other provinces stipulate that supervision, inspection, evaluation and evaluation activities involving primary and secondary schools and teachers that have not been approved and reported by the party committee at the same level shall not be carried out; Tianjin, Hunan, Hainan, Qinghai and other places have proposed that it is strictly forbidden to randomly select and borrow primary and secondary school teachers, and the corresponding approval and filing procedures should be carried out if borrowing is necessary. In principle, the borrowing period should not exceed half a year; many provinces have mentioned in the burden reduction list to reduce the burden of filling in the report. , To standardize the entry of WeChat work groups, government affairs apps (applications), etc. into the campus.
It is surprising that there are so many chores for teachers in elementary and middle schools.
This also helps to increase the public's awareness of teachers: "You see, teachers are burdened with heavy burdens, not hypocrisy." Some time ago, a parent of a primary school student "retired" due to the pressure of unbearable correction of work.
The voice of "I just withdrew from the parent group" not only resonated with many parents, but also made teachers suffer: I was too busy, so I had to let the parents share part of the homework.
From a realistic point of view, although teachers really should not push the correction of homework to parents, it is true that there are too many chores for teachers.
Every burden reduction issue corresponds to a bunch of complicated affairs and a group of helpless and helpless teachers.
Therefore, reducing the burden on teachers is not only the self-discipline of the education department, but a key measure to optimize the educational environment and purify the educational ecology.
Let the school go to the school, let the teacher go to the teacher; let the parent go to the parent, let the student go to the student.
In this way, teachers, parents, and students can take their place and do their own things.
At present, since all localities have issued a burden reduction list, they should strengthen implementation, supervision, and accountability. There must be a timetable and a road map, not just a piece of paper.
After all, reducing the burden on teachers affects the major issues of streamlining administration and delegating power, reform and innovation.
In the meantime, local governments and educational administrative departments must truly realize the importance of burden reduction, and fundamentally screen out all kinds of miscellaneous things that are imposed on primary and secondary schools, and don't always arrange a lot of non-teaching business work for them.
In addition, it is necessary to avoid all kinds of utilitarian appraisals, inspections, and promotions entering the campus.
At least the relevant management departments must have the confidence to set up a strict filter for primary and secondary schools, instead of treating schools as a kind of benefit and a market.
Teachers reduce the burden, parents reduce the burden, and students reduce the burden. These three are actually in a resonance relationship with the same frequency, and there is a great positive correlation.
On the one hand, it is necessary to resolutely stop turning students' homework into parent work, and to clarify the boundaries between home and school; on the other hand, it is necessary to comprehensively reduce the burden of teachers' non-teaching tasks and free teachers from chores.
After all, burden reduction should have become the consensus of teachers, parents, and students.
Only when these relationships are straightened out, the ecology of education and teaching will get better and better, and the relationship between parents, teachers, and students will become more and more normal.
(Author: Hu Bin, India, the Department of Media commentator)