基于不同利益主体的“双减”政策的利益冲突及调和
Interest Conflict and Reconciliation of the “Double Reduction” Policy Based on Different Interest Subjects

“双减”政策颁布之后如何使相关主体利益达到平衡对于促进“双减”政策的实施具有重要意义。从利益相关者视角分析，“双减”政策涉及政府、学校、家庭、培训机构等利益主体，不同利益主体有着不同的利益诉求，各主体之间会产生利益冲突问题：政府教育资源供给有限性与市场优质教育资源需求不断增加的冲突；学校协调发展与优势地位竞争之间的冲突；教育准公共产品属性与资本逐利的冲突；父母对子女的高教育期望与家庭教育能力有限性的冲突。分析“双减”政策下不同利益主体的利益诉求与得失，引导各主体在教育方向上做出合理选择，达到既不违背“双减”政策大趋势，又兼顾各方主体利益诉求的目标。为此，可以通过教育供给侧结构性改革，优化教育资源配置；学校教育提质增效，谋求多元主体的“共治”；引导培训机构转型，落实利益补偿机制；破解功利化的教育价值取向及评价机制等方式调和利益主体之间的利益冲突问题，以促进“双减”政策的长效执行。
It is of great significance to study how to balance the interests of relevant subjects after the promulgation of the “double-reduction” policy to promote the implementation of the “double-reduction” policy. From the perspective of stakeholders, the “double-reduction” policy involves the government, schools, families, training institutions and other stakeholders. Different stakeholders have different interest demands, and there will be conflicts of interest between them: The conflict between the limited supply of government education resources and the increasing demand for high-quality education resources in the market; the conflict between the coordinated development of schools and the competition of dominant position; the conflict between the quasi public product attribute of education and the pursuit of profits by capital; the conflict between parents’ high education expectations for their children and their limited family education ability. This paper analyzes the interest demands, gains and losses of different interest subjects under the “double reduction” policy, and guides each subject to make a reasonable choice in the direction of education, so as to achieve the goal of not going against the general trend of the “double reduction” policy, but also taking into account the interest demands of all subjects. Therefore, we can optimize the allocation of educational resources through the structural reform of the educational supply side to improve the quality and efficiency of school education and seek “co governance” of multiple subjects and guide the transformation of training institutions and implement the benefit compensation mechanism to resolve the utilitarian educational value orientation and evaluation mechanism to mediate the conflict of interest among interest subjects, so as to promote the long-term implementation of the “double-reduction” policy.