Title Page

Contents

ABSTRACT 10

Ⅰ. Introduction 12

1.1. Research Background and Purpose 12

1.1.1. Research Background 12

1.1.2. Research Purpose 14

1.2. Research Questions 16

1.2.1. Since the Implementation of the "Double Reduction"Policy, What is the State of Off-Campus Training? 16

1.2.2. What are the Problems Existing in the Management of Off-Campus Training? 17

1.2.3. What are the Proposed Improvement Options for the Governance of Off-Campus Training? 18

1.3. Significance of the Research 19

1.3.1. Theoretical Significance 19

1.3.2. Practical Significance 19

1.3.3. Policy Significance 20

1.4. Conceptual Definition 20

1.4.1. Off-Campus Training 20

1.4.2. Collaborative Governance 22

Ⅱ. Theoretical Background 23

2.1. Research on Double Reduction Policy 24

2.1.1. The Background of the Double Reduction Policy 24

2.1.2. The Purpose of the Promulgation of the Double Reduction Policy 24

2.1.3. The Contents of the Double Reduction Policy 24

2.2. Research on Off-Campus Training 25

2.2.1. The Concepts Related to Off-Campus Training 25

2.2.2. The Scale of Off-Campus Training 26

2.2.3. The Problems With Off-Campus Training 28

2.3. Research on the Governance of Off-Campus Training 29

2.3.1. Preceding Research in China 29

2.3.2. Preceding Research Abroad 30

2.3.3. Prospect Research on the Governance of Off-Campus Training 34

Ⅲ. Research Methods 36

3.1. Research Subjects 36

3.2. Research Tools 37

3.2.1. Questionnaire 38

3.2.2. Interview Outline 40

3.3. Research Steps 42

3.4. Analytical Methods 44

Ⅳ. Research Results 46

4.1. Distribution and Statistics of Research Questionnaires 46

4.1.1. Questionnaire Reliability 46

4.1.2. Distribution and Collection of Questionnaires 46

4.1.3. Interview Reliability 47

4.2. Survey and Statistical Analysis of the Current Situation of Governance in Off-Campus Training 48

4.2.1. Low Awareness of Governance Policies for Off-Campus Training 49

4.2.2. Low Satisfaction with Off-Campus Training Governance 50

4.3. Interview Analysis of the Current Governance of Off-Campus Training 53

4.4. Analysis of the Causes of Governance in Off-Campus Training 59

4.4.1. The High Dependency Behavior of the Demand Side for Off-Campus Training Hinders the Implementation of Governance Measures 60

4.4.2. The Satisfaction of Off-Campus Training Governance is Influenced by Multiple Factors 65

4.5. Improvement Options:Collaborative Governance Helps Optimize the Governance Path of Off-Campus Training and Enhance Governance Effectiveness 72

4.5.1. The Support for the Collaborative Governance Path of Off-Campus Training is Relatively High 73

4.5.2. The Collaborative Governance Path for Off-Campus Training has Good Feasibility and Suitability 73

Ⅴ. Conclusions 82

5.1. Policy Recommendations 82

5.1.1. Optimize the Policy Environment and Formulate Detailed Regulations for the Implementation of the Collaborative Governance Path for Off-Campus Training 82

5.1.2. Accelerate the Modernization of Education Governance and Transform the Governance Philosophy of Off-Campus Training 83

5.1.3. Adhering to the Principle of Adapting Measures to Local Conditions, Implement the Collaborative Governance Path for Off-Campus Training 85

5.2. Research Summary 86

5.2.1. Research Summary on the Analysis of Off-Campus Training Current Situation 86

5.2.2. Research Summary on the Analysis of Governance Issues in Off-Campus Training 87

5.2.3. Research Summary on the Analysis of the Collaborative Governance Path of Off-Campus Training 87

5.3. Significance of the Research 88

5.3.1. Theoretical Innovation 88

5.3.2. Thinking Innovative 89

5.4. Shortcomings in the Study 89

5.5. Prospects for Future Research 91

REFERENCS 93

APPENDICES 98

〈Appendix 1〉 98

〈Appendix 2〉 101

〈Appendix 3〉 107

〈Appendix 4〉 108

국문 요약 110

〈Table Ⅱ-1〉 Statistics on governance policies of off-campus training in China, South Korea and Japan 32

〈Table Ⅲ-1〉 Questionnaire and Interview Release Form 37

〈Table Ⅲ-2〉 Questionnaire for the survey on the current status of off-campus training in China(for students) 38

〈Table Ⅲ-3〉 Questionnaire for the survey on the current situation of off-campus training in China(for parents) 39

〈Table Ⅲ-4〉 An outline of interview on the survey on the current status of the off-campus training in China(for students) 41

〈Table Ⅲ-5〉 An outline of interview on the survey on the current status of the off-campus training in China(for parents) 41

〈Table Ⅲ-6〉 Research Procedures 43

〈Table Ⅳ-1〉 Reliability of Research Tools 46

〈Table Ⅳ-2〉 Interviewee Student Information Form 47

〈Table Ⅳ-3〉 Interviewed Parent Information Form 48

〈Table Ⅳ-4〉 The awareness of off-campus training governance policies 50

〈Table Ⅳ-5〉 The satisfaction with the promotion of governance policies for off-campus training 51

〈Table Ⅳ-6〉 The implementation of policies and measures for governance of off-campus training 52

〈Table Ⅳ-7〉 The satisfaction with the results of government off-campus training governance 52

〈Table Ⅳ-8〉 Analysis Results of Chi Square Test on the Stage of Study and Participation in Off-campus Training 60

〈Table Ⅳ-9〉 Analysis Results of Chi Square Test on Grades and Participation in off-campus training 62

〈Table Ⅳ-10〉 Analysis Results of Chi Square Test on School Nature and Participation in Off-campus Training 63

〈Table Ⅳ-11〉 Analysis Results of Chi Square Test on Parental Education and Participation in Off-campus Training 64

〈Table Ⅳ-12〉 Analysis Results of Chi Square Test on Parental Occupation and Participation in Off-campus Training 65

〈Table Ⅳ-13〉 The linear regression analysis with region as the independent variable 66

〈Table Ⅳ-14〉 Linear regression analysis with the level of understanding of government policies as the independent variable 66

〈Table Ⅳ-15〉 Linear regression analysis with the mentality of off-campus training governance as the independent variable 67

〈Table Ⅳ-16〉 Linear regression analysis with the vision of off-campus training governance as the independent variable 68

〈Table Ⅳ-17〉 Linear regression analysis with the system of off-campus training governance as the independent variable 69

〈Table Ⅳ-18〉 Linear regression analysis with the responsibility of off-campus training governance as the independent variable 70

〈Table Ⅳ-19〉 Linear regression analysis with the ability of off-campus training governance as the independent variable 71

〈Table Ⅳ-20〉 The support for the collaborative governance path of off-campus training 73

 2021년 7월, 중국 정부는 의무교육 단계에서 학생들의 숙제 및 사교육 부담을 더욱 줄이기 위한 정책(이하 쌍감정책)을 발표하였다. 쌍감정책은 교육 시스템에서의 부담을 완화하기 위해 고안된 정책에 해당된다. 이 정책 목표는 학교 교육의 질과 서비스 수준을 더욱 높이고, 교외 교육 기관의 교육 행동을 전면적으로 규제하는 것이며, 쌍감정책은 교육 간소화, 심도 깊은 교육 개혁, 학교 업그레이드 등의 방법을 통해 의무교육 단계에서 혁명적인 운동을 주도하고 궁극적으로 교육 딜레마의 문제를 해결하는 것이다.

본 연구의 목적은 합비시 초·중·고등학생과 학부모를 연구대상으로 설문조사를 실시하는 것이다. 이를 통해, 사교육 거버넌스의 현황을 파악하여 사교육 문제의 원인을 분석하여 사교육 거버넌스 개선 계획을 제안하고자 한다.

본 연구를 위해 학생과 학부모에게 총 620부의 설문지(학생 310부, 학부모 310부)를 온라인으로 배포하였으며, 데이터 수집 기간은 IRB 승인일 2023년 10월 6일부터 2023년 10월 31일까지로 하였다. 학부모 설문지 중 사교육 참여 표본은 224개(72.3%), 사교육 미참여 표본은 86개(27.7%)를 차지하였다. 수집된 310개의 유효한 학생 설문지 중 사교육 참여 표본은 240개(77.4%), 사교육 미참여 표본은 70개(22.6%)로 나타났다.

본 연구의 결과는 다음과 같다. 첫째, 학부모의 인식에 의하면, 사교육 거버넌스 정책에 대한 인식은 36%, 사교육 거버넌스 정책 홍보 만족도는 40%, 사교육 거버넌스 정책 실행 만족도는 38%, 사교육 만족도는 34%로 나타났다. 둘째, 학생 대상 사교육 참여 현황은 77.4%, 방과 후 학교 참여 현황은 60%로 나타났다.