Academic Burden Reduction Endeavors in China in the Context of East Asia’s Educational Predicament
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Abstract
High academic achievements accompanied by heavy academic burdens” has been a popular perception of East Asian education, and China’s education system is no exception to this paradox. In China, the issue of academic burdens concerns not only the students but also the parents, schools, and private training institutions. Manifestations of the issue include onerous academic burdens and declining learning motivation in the students; the fixation with “advanced education” (having children learn knowledge and skills beyond their developmental phases) in the parents and the attendant education anxiety; the pervasive practice of “teaching to the test” with disregard for the essence of education in the schools; and disorderly competition among private training institutions, a severe disruption to on-campus teaching enactment (Hua & Wu, 2022).
Downloads
##plugins.themes.bootstrap3.article.details##
Academic Burden, China, East Asia, Education
No funding sources declared.
Lin, L. & Li, Y. (2024). The evolution of academic burden reduction policies for Chinese basic education: An analysis based on the three-dimensional framework of tools, goals, and educational settings. Contemporary Education and Culture, 16(3), 31-38. DOI: https://doi.org/10.13749/j.cnki.cn62-1202/g4.2024.03.012.
Liu, C. & Zuo, Y. (2023). A study of the evolution of academic burden reduction policies for basic education from the perspective of punctuated equilibrium: Textual analysis of policies from 1978 to 2022. Journal of Shangqiu Normal University, 39(2), 94-101. Available at: https://kns.cnki.net/kcms2/article/abstract?v=2Z_8GvOTliU0tbzoQDN5xuJkT6ePVQsSO-RP3wm03YEcgqB3thvURTBsU0gY9Odm6FJu0WVh_Q9mpI5Mosj_ov6EE_Aepu17_LDW9L4BW61P_yRhYgypw9Kywo29ABHbFaamBiZwhg4OFSut-u_d_lWYul404f5jQm-9x_dYRdGLOGGR4Q9x2A==&uniplatform=NZKPT&language=CHS
Wang, X. & Tan, M. (2021). A review of policies on reducing academic burdens on primary and secondary school students: A textual analysis. Moral Education China, 2021(20), 22-26+50. Available at: https://kns.cnki.net/kcms2/article/abstract?v=2Z_8GvOTliV0qM9jR8scFHU1Un6Pt7Gmhb6z2eP46ycs1S138_v2n-DMVlMVNqbcVTj6zV3FAuDGC0gnhme0iWOdFvbTlihYq-NC-cxt0yhbOlDL-baIk_DdLtBi6Mzj8zbJUbFAAwMsg4ZaH6oABwqovIWHk5oNDmOkejtHL61RF5BDAB5MCQ==&uniplatform=NZKPT&language=CHS
Xiang, X. (2019). A historical perspective on the two waves of academic burden reduction in Chinese education over the past 70 years. Journal of East China Normal University (Education Science Edition), 37(5), 67-79. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2019.05.006.
Xu, J. & Lu, J. (2024). Explorations of pathways to reducing student academic burden in the East Asian education world: An analysis based on the PISA 2022 data on time investment in learning and learning outcomes. Global Education, 53(4), 18-29. Available at: https://kns.cnki.net/kcms2/article/abstract?v=2Z_8GvOTliWkZXoA9bGRkceXNZgfx8NQgHblVv8VTAIYC6eg39316e909TZBcJGuY64MisDCojs-Lmt_NF4jBf1Lq-TlQ2XLMF-CAIn9o9m5piNLXHTkSt6VPNM4prkDK5Rlcvbw_KVjoFJq4XW7Fe9eTjnvwCy1S2OFmKwcm-E1pwipa29UFw==&uniplatform=NZKPT&language=CHS
Zeng, Y. (2025). A review of empirical studies of the effects of Double Reduction policy. Science Insights Education Frontiers, 27(2):4517-4531. DOI: https://doi.org/10.15354/sief.25.re496
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.