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随着学生“减负”工作的深入,“显性”负担(来自学校的课业、教辅等)已渐少,学校“减负”已成共识,而“隐性”负担(来自家庭的压力)却愈演愈烈。在“减负”过程中,家庭教育由于在认识、观念上的滞后性和教育行为的自发性、无组织,使得其“减负”成效收获甚微,甚至与学校“减负”产生一些矛盾,影响着“减负”工作的推进和素质教育的开展。当前,“减负”遇到的阻力中有相当一部分来自家长,出现了学校“减负”、家长“加负”,学校“放”
With the deepening of students' “burden reduction”, the “explicit” burden (schoolwork, teaching aids, etc.) has been diminished. The school has become the consensus on “reducing the burden” while the “hidden” burden (pressure from the family) Intensified. In the process of “reducing the burden”, due to the lack of knowledge and ideas and the spontaneous and unorganized educational behaviors, family education has made little repercussion of “reducing the burden” and even contradicts with “reducing the burden” of the school, affecting “Burden reduction” to promote the work and quality education. At present, a considerable part of the resistance encountered by the “burden reduction” comes from parents. There have been “negative burdens” in schools, “negative” in parents, and “letting go” in schools.