维普论文检测系统VIP PAPER CHECK SYSTEM“双减”政策下家校协同育人的思想政治工作研究一一基于六盘水城区5所中学调研【原文对照报告-大学生版】报告编号：9dcd7f88a09t9d34检测时间：2022-040814：43：45检测字符数：19915作者姓名：陈舒晴所属单位：全文总相似比复写率他引率自引率专业术语检测结论：16.84%14.36%2.48%0.0%0.0%其他指标：自写率：83.16%检测高频词：教育，家长，学生，学校，家校典型相似文章：无指标说明：复写率：相似或疑似重复内容占全文的比重他引率：引用他人的部分占全文的比重自引率：引用自己已发表部分占全文的比重自写率：原创内容占全文的比重典型相似性：相似或疑似重复内容占全文总相似比超过30%专业术语：公式定理、法律条文、行业用语等占全文的比重总相似片段博硕：18综合：0相似片段：63外文：0互联网：5检测范围：中文科技期刊论文全文数据库中文主要报纸全文数据库中因专利特色数据库博士/硕士学位论文全文数据库中国主要会议论文特色数据库港澳台文献资源外文特色文献数据全库维普优先出版论文全文数据库互联网数据资源/互联网文档资源高校自建资源库图书资源古籍文献资源个人自建资源库年鉴资源IPB原创作品时间范围：198901-01至202204081VPCS维普论文检测系统VIP PAPER CHECK SYSTEM原文对照颜色标注说明：自写片段■复写片段（相似或疑似重复）引用片段（引用）专业术语（公式定理、法律条文、行业用语等）六盘水师范学院毕业论文诚信责任书本人郑重声明：本人所呈交的毕业论文，是在导师的指导下独立进行研究所完成。毕业论文中凡引用他人己经发表或未发表的成果、数据、观点等，均己明确注明出处。特此声明。“双减”政策下家校协同育人的思想政治工作研究一基于六盘水城区5所中学调研摘要“双减”政策是基于素质教育背景指导下进行实施，对人类自然、对生命的一种尊重、爱惜，是人们对自身个体价值创造和自我独特性追求的基本肯定，是对自身主体存在的独立个性人格和一种精神自由解放的精神追求，旨在探索一条教育大环境和课外辅导、高价补习班等教育市场中剥离资本乱象后的初心回归之路。在“双减”背景下针对中学生身心变化，通过家校协同育人的形式开展思想政治工作研究，基于六盘水城区5所中学家校协同育人开展作为研究对象，探索和建立有利于家庭和学校的协同创新育人机制尤为迫切和十分紧要。面对家庭和学校不同场域间开展思想政治教育出现目标与效果相偏离的问题，需家庭与学校协同推进思想政治育人工作。通过学校搭建家校共育平台，探索构建联动、融合创新的共育行动协调机制，形成全员、全方位育人的大格局，促进师生情感互动、家校协同共育，帮助学生在“双减”中减少学习任务而不降低学习效果与质量，实现学生自觉、自律、主动成长。本文以六盘水城区5所中学在“双减”政策下开展的家校协同育人工作开展情况作为研究对象，通过实地调研建议学校应积极推广家校协同教育理念，健全家校协同育人机制，结合时代要求、学校特色和教育实际，创造性开展家校协同育人工作，进一步完善家庭和学校的共育体系，形成合力，协同构建家校共育开展思想政治教育工作新路径。关键词：“双减”：家校协同育人：素质教育Research on the ideological and political work of home-schoolco-education under the "double reduction"policy-A study based on five middle schools in Liupanshui cityAbstract"double reduction"policy under the background of quality education is carried out,the nature,respect for life,love,is to the individual value and uniqueness of affirmation,is the main bodyof independent personality and the pursuit of spiritual freedom,explores the education environmentand the extracurricular counselling,expensive cram school education market in stripping capitalreturn after the chaos of beginner's mind.In view of the physical and mental changes of middleschool students under the background of "double reduction",ideological and political work researchis carried out in the form of home-school collaborative education.Based on the home-school2VPGS维普论文检测系统VIP PAPER CHECK SYSTEMcollaborative education of five middle schools in Liupanshui City as the research object,it isparticularly important and urgent to explore the establishment of home-school collaborativeeducation mechanism.Faced with the problem of deviation between goal and effect of ideological andpolitical education between family and school in different fields,it is necessary for family andschool to cooperate to promote ideological and political education.By building a co-educationplatform,exploring a joint and integrated co-education action mechanism,forming a big pattern offull and all-round education,promoting teacher-student interaction and home-school co-education,helping students to reduce learning tasks without reducing learning effect and quality in the"double reduction",realizing students'self-consciousness,self-discipline and active growth.Fivehigh school in liupanshui city carried out under the policy of ShuangJian parent-school cooperativeeducation work situation as the research object,through field investigation suggested that schoolsshould actively promote parent-school cooperative education concept,improve the parent-schoolcooperative education mechanism,combining with the time request,school characteristics andeducation practice,creative parent-school cooperative education work,Further perfect the familyand school co-education system,form a joint force,cooperate to build a new path of home-school co-education to carry out ideological and political education.Key words:"double reduction"Home-school collaborative education:Quality education目录摘要····Abstract·····II1.“双减”政策出台背景及实践情况1.1“双减”政策出台背景······1.2“双减”的含义和内容······1.3“双减”政策的目的及实践2.“双减”政策下家校协同育人的实践及典型案例2.1家校协同对学校、老师和家长的要求···2.2“双减”下六盘水家校协同育人调查····2.2.1家长对家校协同开展工作情况········2.2.2“双减”中教师的课业方式（涵盖：上课与作业）2.2.3“双减”中教育的角色定位····2.2.4家校协同工作的认知····112.3调查结果和问题分析···········123.“双减”下的家校协同育人工作困境原因分析·133.1家校协同共育意识不够强烈······133.2家校协同育人机制相对单一13