ABSTRACT

This study examines the impact of China’s “Double-Reduction Policy” on students’ autonomous learning at Xianghe Elementary School. Through a questionnaire survey and data analysis, the study explores the current state of students’ autonomous learning abilities after the policy’s implementation. The findings show that while the policy successfully reduces academic burdens, challenges such as insufficient motivation, unstructured learning methods, and a lack of effective resources remain. The paper discusses how teachers’ teaching methods, school resources, and parental support can enhance students’ autonomous learning. It concludes by offering strategies to improve students’ self-directed learning within the framework of the Double-Reduction Policy, providing practical recommendations for educators and schools.

Keywords: Double-Reduction Policy; Autonomous Learning; Xianghe Elementary School; Educational Reform; Teaching Strategies
https://doi.org/10.57180/jspf6967