【摘要】 “双减”政策内含高质量发展的教育追求和实现公共服务均等化的社会愿景，其战略布局承担着“减轻负担”和“提高质量”的双重逻辑，涵盖教育治理和社会治理并举的双重路径。用政策实践逻辑反思“双减”政策话语与实践之间存在的偏差，用“结构—行动”互动关系反思“双减”在乡村的实践过程，发现“双减”的战略布局在一定程度上会重构乡村教育发展。通过从宏观社会结构、中观社会生态、微观学校实践三方面审视，发现“双减”布局下乡村教育发展中的三个问题更为凸显：城乡二元结构下乡村教育呈现“城市中心主义”，乡村教育发展与乡村生活在区隔中解构社会教育力，学校发展在疏离乡村文化中“被约制”。这需要反思“双减”布局下乡村教育发展需实现的关键性突破——教育中城乡关系的重塑、社会教育力的提升、学校教育的整体变革，以期“双减”政策落地与乡村教育发展二者在彼此联系中协同进化、持续发展，构建良好教育生态系统。更多还原

【Abstract】 The “Double Reduction” policy contains high-quality development of educational pursuit and realization of public services equalization. Its strategic layout bears the dual logic of “reducing burden” and “improving quality” and dual path of educational and social governance. From the logic of policy practice to reflect on the deviation between the discourse and practice of the “Double Reduction” , from the “structure-action” interactive relationship to reflect on the practice process of “Double Reduction” in the countryside, it is found that it will reconstruct the development of rural education to some extend. In reviewing the development of rural education in the “Double Reduction” layout from the 3 aspects of the social structure, the social ecology, and the practice of schools, there are three prominent issues: the “urban centralism” of rural education under the dual structure of urban and rural areas, the social education deconstruction of the interval of rural education and rural life,and the “being restrained” of school development in the alienation of rural culture. This requires the reflection on the key breakthroughs: the reshaping of urban and rural relations in education, the improving of social education, and the integral changing in school education, in the hope that the “Double Reduction” policy and rural education development are connected to achieve a good educational ecosystem of collaborative evolution and sustainable development.更多还原