Is this phenomenon of increasing the burden instead of reducing it rare in the field of education? A few days ago, many education departments issued a document, and primary and secondary schools postponed school in the morning. Postpone school in the morning now, can it really lighten the burden for children and let them have a "full sleep"? Goodwill is worth cherishing, but the answer is not optimistic. Do the problems of going to school too early and leaving school too early exist in isolation? In terms of time, from morning till night, from school to school, the current education problem is full-time, and solving the "3: 30 problem" certainly requires full-time thinking.
The so-called full-time thinking is devoted to the whole process chain from school to school and from school to off-campus. We really pay attention to the requirements of reducing the burden in understanding and action, and we can't float the goodwill of reducing the burden on children in the air, or even evolve into children and parents. "Increase the burden." At present, in order to reduce the burden on students and parents, the government and schools must shoulder their due responsibilities and even take the initiative to "increase the burden".
It is understood that at present, 25 provinces have issued notices, formulated policies and measures in line with the actual situation of each province, and explored some feasible ways to solve this problem. The common feature of these methods is to play the role of the government and emphasize the responsibility of the school. In other words, it is to reduce the burden on parents and students by "increasing the burden" on the government and schools. This is not contradictory to the exploration of relying on social forces to solve the problem of "leaving school at 3: 30". Social forces can play a better role with the help of the government and schools. This is not only reflected in the management of off-campus training courses, but also in the management of off-campus custody classes.
To do any work, we should be good at dealing with the relationship between the whole system and subsystems, subsystems and subsystems, big and small, current and long-term. The "3: 30 phenomenon" is not isolated. To solve the "3: 30 problem", we must have full-time thinking, that is, systematic thinking. At present, it is not contradictory to put the perspective inward and outward, and it is not contradictory to emphasize the responsibility of government schools and play the role of social forces. Facts have long told us that sometimes the government and schools "increase the burden", which is precisely the premise for parents and students to reduce the burden.