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原文：

　　据澎湃新闻报道，近日，杭州市临平区教育局在答复人大代表《关于减轻低年龄段家庭教育压力的意见建议》时表示，一些幼儿园的“花式”手工作业，成为家长之间的PK擂台。对此，临平区教育局称，今后，教育局也会对各幼儿园强调，让亲子作业的量更合理化，亲子作业的要求和目的更清晰化。

　　近年来，学前教育、中小学作业形式日益多元化。其中，手工类作业占比攀升，有些难度还不低，困扰了不少家长。究其原因，一方面是部分家长从成人的眼光出发，过于追求作品的精美，或是过于重视，想让孩子的作品在班级里出彩，导致亲子作业变成了家长的“内卷战场”。另一方面，也不乏有个别教师存在简单粗暴评价亲子作品的做法，对家长产生了错误引导。

　　种种因素的累积，导致低年龄段学生的家庭教育压力陡增。然而，不论是之前过多的书面作业，还是眼下精致的手工作业，其实都把教育责任以作业的形式转嫁给了家长。某种程度上，这其实是一种关系错位，这种错位的具体表现就是家庭作业太多、太难。

　　家庭教育本来自成体系，但是围绕着大量的家庭作业而建构的家庭教育不但不完整，也在逐渐异化。传统意义上的家庭是一个“私人领域”，是可以屏蔽公共领域一切繁杂事务的生活空间。也就是说，儿童的家庭生活本身是自足的和充满意义的，也不缺少生活意义上的教育元素——得益于儿童的生活有成人的陪伴、保护和指导，同时通过游戏、娱乐和休闲将一些基本的生存技能和习惯、制度等，不同程度地传递给孩子。

　　可是，这些异化的亲子家庭作业，使家庭变成了“附属学校”。只要一上学，无论在哪都是学生，每一个家长似乎理应围绕孩子的学生身份转，帮助其完成学生身份所要求的任务。孩子虽然在家里生活，但却是在家学习的人。这种家庭作业打破了家庭和学校的边界，使家长成了老师的“助教”——辅助监督学生完成作业，同时接受老师的评价。

　　这意味着，准公共领域的事务开始影响和干扰家庭这一私人领域的生活——特别是当家庭作业在数量上和难度上的增加，以及越来越依赖家长的“配合”的时候。在这个意义上，异化的家庭作业已经不是简单地给孩子及其家长增加负担，而是永久地改变了其家庭生活样态。这种界限的打破，会导致家庭庇护儿童、让儿童在相对隐蔽的环境中得到生命的发育和成长的功能持续减弱。

　　当然，我们不是不要家庭作业，而是要避免其功能异化。家庭作业的本意在于加深学生对课堂知识的理解和掌握，只有科学设计家庭作业，才能达到良好的育人效果，实现家庭和学校的良性互动。同时，还应从更广泛的层面来思考教育减负与提质的关系，思考家庭和学校在教育上的分工协作。

　　一方面，要引导家长学会欣赏孩子的功课、肯定孩子的想法、发现孩子的进步，逐步建立正确的教育观，帮助家长完成从“过度关注孩子的学习成绩”到“关注孩子的全面发展”的理念转变。同时，通过频繁的家校沟通与互动，帮助家长明晰其在参与家庭作业过程中应当承担的责任与义务，了解其所应当扮演的“陪伴者”“支持者”“督导者”的角色，帮助家长重塑其所必须具备的教育责任主体意识。

　　另一方面，教师要提升家庭作业的质量。教师要树立多元的作业评价理念，用开放包容的思维接纳学生的灵感创造，不用统一标准评价学生及其作业。应尊重个性差异，最大限度满足学生个性化学习需要，真正从单一知识教学的关注走向对学生整体生命发展的关怀，从纯粹的客观判断转变为师生间的情感对话。如此，方能进一步减轻低龄学生家庭的教育压力。

译文：

According to a report by Pengpai News, recently, the Education Bureau of Linping District, Hangzhou City, in response to the opinions and suggestions of the National People's Congress on reducing the educational pressure of young families, stated that some kindergarten's "fancy" manual homework has become a PK arena among parents. In this regard, the Education Bureau of Linping district stated that in the future, the Education Bureau will also emphasize to all kindergartens to make the amount of parent-child homework more reasonable, and to clarify the requirements and objectives of parent-child homework.

In recent years, the forms of preschool education and primary and secondary school homework have become increasingly diversified. Among them, the proportion of manual homework is increasing, and some of the difficulties are not low, which has troubled many parents. On the one hand, the reason is that some parents, from an adult perspective, excessively pursue the beauty of their children's works or attach too much importance to them, hoping to make their children's works stand out in the class, leading to parent-child homework becoming a "battlefield of competition" for parents. On the other hand, there are also some teachers who engage in simple and rough evaluations of parent-child works, which have led to incorrect guidance from parents.

The accumulation of various factors has led to a sharp increase in family education pressure for younger students. However, whether it is the excessive amount of written homework in the past or the exquisite manual homework nowadays, they actually transfer the responsibility of education to parents in the form of homework. To some extent, this is actually a kind of relationship dislocation, which is manifested by too much and too difficult homework.

Family education was originally a self-contained system, but the family education constructed around a large amount of homework is not only incomplete, but also gradually alienated. In the traditional sense, the family is a "private domain", which is a living space that can block all complex affairs in the public domain. That is to say, children's family life itself is self-sufficient and meaningful, and there is no lack of educational elements in the meaning of life - thanks to the companionship, protection, and guidance of adults in children's lives, while passing on some basic survival skills, habits, systems, etc. to children to varying degrees through games, entertainment, and leisure.

However, these alienated parent-child homework have turned the family into an "affiliated school". As long as one goes to school, no matter where they are, they are always students. It seems that every parent should revolve around their child's student identity and help them complete the tasks required by their student identity. Although children live at home, they are people who study at home. This type of homework breaks the boundary between family and school, making parents the "teaching assistants" of teachers - assisting and supervising students in completing homework while receiving evaluations from teachers.

This means that quasi public sphere affairs are beginning to affect and interfere with the private sphere of family life - especially as homework increases in quantity and difficulty, and increasingly relies on parental cooperation. In this sense, alienated homework is no longer simply adding burden to children and their parents, but permanently changing their family life. The breaking of this boundary will lead to a sustained weakening of the family's ability to protect children and allow them to develop and grow in a relatively hidden environment.

Of course, we are not avoiding homework, but rather avoiding its functional alienation. The original intention of homework is to deepen students' understanding and mastery of classroom knowledge. Only by scientifically designing homework can good educational effects be achieved and a positive interaction between family and school be achieved. At the same time, we should also consider the relationship between reducing educational burden and improving quality from a broader perspective, and consider the division of labor and cooperation between families and schools in education.

On the one hand, it is necessary to guide parents to learn to appreciate their children's homework, affirm their thoughts, and discover their progress, gradually establishing a correct educational concept, and helping parents complete the transformation from "overly focusing on their children's academic performance" to "focusing on their children's comprehensive development". At the same time, through frequent communication and interaction between home and school, help parents clarify their responsibilities and obligations in participating in homework, understand their roles as "companions," "supporters," and "supervisors," and help parents reshape their necessary awareness of educational responsibility.

On the other hand, teachers need to improve the quality of homework. Teachers should establish a diverse concept of homework evaluation, accept students' inspiration and creativity with an open and inclusive mindset, and not use unified standards to evaluate students and their homework. We should respect individual differences, meet the personalized learning needs of students to the greatest extent possible, truly shift from a focus on single knowledge teaching to a concern for the overall development of students, and from pure objective judgment to emotional dialogue between teachers and students. In this way, we can further alleviate the educational pressure on families of young students.

句子分析1：

On the other hand, there are also some teachers who engage in simple and rough evaluations of parent-child works, which have led to incorrect guidance from parents.

句子成分分析：

[On the other hand], there are [also] some teachers (who engage in simple and rough evaluations (of parent-child works, (which have led to incorrect guidance [from parents]))).

句子语法结构详解：

(led 为 lead 的过去分词。)

* there 引导 there be ... 句型, 表示“有”的意思。
* are 为系动词作谓语，采用一般现在时。
* who 为关系代词，引导定语从句。
* engage 为谓语，采用一般现在时。
* which 为关系代词，引导非限制性定语从句。
* led 为谓语，采用现在完成时。
* have 为助动词。the 为定冠词。

相关语法知识:
   there 引导的句子
   系动词
   时态
   定语从句
   并列连词
   非限制性定语从句
   other, another 的用法
   some, any 的用法
   助动词

句子相关词汇解释：

Phrase:

Vocabulary:

句子语法错误检查：

(未发现错误)

句子相关学习点：

 work, job 和 task 的区别

句子分析2：

As long as one goes to school, no matter where they are, they are always students.

句子成分分析：

As long as one goes to school, no matter (where they are), || they are [always] students

句子语法结构详解：

* as long as 引导条件状语从句。
* goes 为谓语，采用一般现在时。动词采用第三人称单数形式。
* where 为关系副词，引导定语从句。
* 第1个 are 为谓语，采用一般现在时。
* 第2个 they 开头为陈述句。
* 第2个 are 为系动词作谓语，采用一般现在时。
* they 为人称代词主格。

相关语法知识:
   状语从句
   时态
   动词的第三人称单数形式
   定语从句
   系动词
   人称代词

句子相关词汇解释：

Phrase:

Vocabulary:

句子语法错误检查：

(未发现错误)

句子相关学习点：

 as, when, while 的区别
 one 作代词的用法
 go to school 与 go to the school 的区别

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