Exploring Cultivation Paths for Student Self-Management Competency in Regular High Schools Under the "Double Reduction" Policy

Abstract

 With the ongoing implementation of the "Double Reduction" policy in high schools, cultivating student self-management competency has become crucial for enhancing educational quality and fostering connotative development. This study, grounded in the policy context, analyzes the multifaceted challenges faced by regular high schools, including insufficient student intrinsic motivation, path dependency in school management, a lack of teacher guidance expertise, and inadequate home-school-community collaboration mechanisms. By examining successful cases, such as a provincial exemplary high school's reform practices, this paper constructs a systematic cultivation framework from five dimensions: updating educational philosophies, restructuring the curriculum, innovating management models, transforming teacher roles, and promoting collaborative education. The aim is to provide theoretical and practical insights for transitioning high school education from a paradigm of "external control" to one of "autonomous development".