Textual Characterization and Theme Mining of Educational Burden Reduction Policies in the Context of “Double Reduction”
Year: 2025
Type: article
Abstract: 本文研究了2018~2025年间国家和地方层面的教育减负政策，特别是“双减”政策后的影响。研究运用Python进行文本挖掘，结合jieba分词、gephi可视化和LDA主题模型，分析了政策文本的外部特征(时间分布、发文主体、高频词、文本类型)和主题内容。研究发现：① 中央层面教育减负政策在2021年达到峰值，而地方教育减负政策发文在2021年爆发式增长，在随后一年达到峰值；② 教育局在度中心、中介中心、接近中心均位于首位，体现其绝对领导地位；③ 以“双减”颁布、“双减”颁布一周年为节点，将2018~2025年划分为3个时期分别构建LDA主题模型，得出政策酝酿与初步探索阶段——政策试点与初步落实阶段——政策深化实施阶段的主题，表明教育减负政策不断深化对校外培训机构监管与校内教学服务质量提升，加强校内外资源统筹。基于这些发现，文章提出了针对校外培训机构转型、校内教学质量提升、政策协同以及教育资源整合的建议。This paper investigates the impact of national and local level educational burden reduction policies, especially after the “Double Reduction” policy, during the period of 2018~2025. The study used Python for text mining, combined with jieba segmentation, gephi visualization and LDA topic model, to analyze the external features (time distribution, subject, high-frequency words, and text type) and thematic content of the policy texts. The study found that: ① The central level education burden reduction policy peaked in 2021, while the local education burden reduction policy exploded in 2022 and peaked in the following year; ② The Education Bureau was in the first place in the degree center, intermediary center, and proximity center, reflecting its absolute leadership; ③ The policy of “double-reducing” was enacted in the form of “double-reducing”, “double-reducing”, “double-reducing”, “double-reducing”, “double-reducing”, and so on. Taking the first anniversary of the promulgation of “Double Reduction” as the node, the LDA theme model is constructed by dividing 2018-2025 into three periods, which results in the theme of the policy conception and preliminary exploration stage—the policy pilot and preliminary implementation stage—the theme of the policy deepening implementation stage, indicating that the education burden reduction policy is both continuously deepening the regulation of out-of-school training institutions and emphasizing with the quality of in-school teaching and learning services to strengthen the coordination of in-school and out-of-school resources. Based on these findings, the article puts forward recommendations targeting the transformation of out-of-school training institutions, the improvement of in-school teaching quality, policy synergy, and the integration of educational resources.
Source: Advances in Social Sciences
Author: 思棋 赖
Institution: South China Agricultural University
Language: English
Subfield: Demography
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411826967