References
Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. Routledge & Kegan Paul.
Chang, M.-L., & Davis, H. A. (2009). Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students. Advances in Teacher Emotion Research, 95-127.
Chen, Y., & Liu, J. (2024). The representation, generation, and resolution of time anxiety among primary and secondary school teachers—With a discussion on the implications for teacher workload reduction. Educational Review, (10), 118-125.
Christie Blazer. Literature Review Homework. Miami, Florida. Office of Assessment, Research, and Data Analysis. Miami-Dade County Public Schools: 2009.
Day, C., & Gu, Q. (2010). The New Lives of Teachers (1st ed.). Routledge. https://doi.org/10.4324/9780203847909.
Du, X. (2024). A review of after-school service research under the "Double Reduction" policy. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), (4), 50-61.
Education International (EI). (2021). 2021 Report on the Global Status of Teachers and the Teaching Profession. Education International Publishing.
General Office of the Central Committee of the Communist Party of China & State Council Office. (2021). Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in the Compulsory Education Stage. Retrieved from https://www.gov.cn/zhengce/2021-07/24/content_5627132.htm.
Hargreaves, A., Halász, G., & Pont, B. (2007). School leadership for systemic improvement in Finland: A case study report for the OECD activity improving school leadership. OECD Publishing.
Institute of Education and Social Development, Beijing Normal University. (2022). The Institute of Education and Social Development at Beijing Normal University releases the "National 'Double Reduction' Effectiveness Survey Report." Retrieved from Beijing Normal University News (March 2, 2022): https://news.bnu.edu.cn/zx/zhxw/126713.htm.
Jiang, X. (2023). A case study on the development of primary and secondary school STEM teachers' capabilities. Master's Thesis, Qingdao: Qingdao University.
Ke, Q., Bao, T., & Lin, J. (2024). The supply and service innovation of digital educational resources under the "Double Reduction" policy. Chinese Journal of Audio-Visual Education, (01), 17-23.
Klassen, R. M., Durksen, T. L., Rowett, E., & Patterson, F. (2018). Applicant reactions to a situational judgment test used for selection into initial teacher education. International Journal of Educational Psychology, 7(1), 1-25.
Lao, K. (2005). The possibility and limits of the educational market. Journal of Beijing Normal University (Social Sciences Edition), (01), 15-22.
Liu, G., & Qin, Y. (2024). Seeking "symbiosis" through "resonance": The development path and pursuit of realms for teachers in the context of digital transformation. Research in Distance Education, (09), 114-121.
Liu, S., & Apple, M. W. (2020). The implications and politics of neoliberalism in education. Journal of Education, (3), 15-25.
Lv, L., & Shao, Z. (2022). An analysis of the professional development of moral education teachers in rural primary schools. Middle School Politics Teaching Reference, (39), 83-87.
Michael W. Apple, Susan Jungck. "You Don't Have to Be a Teacher to Teach This Unit:" Teaching, Technology; and Gender in the Classroom.
Mumford, L. (1934). Technics and civilization. New York, NY: Harcourt Brace.
Nias, J. (1999). Teachers’ Moral Pusposes: Stress, Vulnerability, and Strength. In A. M. Hubermand (Ed.), Understanding and preventing teacher burnout. A sourcebook of international research and practice (pp. 223-237).
OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.
OECD. (2020). Education at a glance 2020: OECD indicators. OECD Publishing.
Qi, Y., & Zhou, H. (2022). The dilemmas and responses of home-school-community collaborative education under the "Double Reduction" policy. Chinese Journal of Audio-Visual Education, (11), 32-36.
Roza, H. (2016). Resonanz: Eine Soziologieder Weltbeziehung. Berlin: Suhrkamp.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfac-tion, and emotional exhaustion. Psychological Reports, 114(1), 68-77.
Song, H. (2023). A sociological analysis of teachers' workload. Journal of East China Normal University (Educational Sciences Edition), (9), 1-15.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping: An International Journal, 21, 1, 37-53.
UNESCO. (2019). Global Education Monitoring Report. UNESCO Publishing.
Wang, Y. (2022). "Subtraction" and "addition" under the "Double Reduction" policy. Chinese Educational Gazette, (08), 103.
Zhang, G., & Chen, Y. (2023). From mechanical body theory to "being-in-the-world" body theory: The landscape of the body in educa-tional technology practice. Research in Distance Education, (09), 16-18.
Zhang, J., & Lu, J. (2023). A study on pre-service teachers' socio-emotional competence framework and training strategies from an international perspective. Research on Teacher Education, (04), 122-128.
Zhang, M., & Zhang, X. (2023). Teachers: The new expectations of the world. Comparative Education Journal, (05), 3-19.
Zhang, M., Yang, X., & Qian, H. (2023). Professional capital perspective on teacher professional development—Taking the famous teacher studio as an example. Global Perspective on Education, (6), 100-117.
Zhang, T., & Liu, K. (2023). Cognitive alienation: New alienation in the relationship between humans and nature and countermeasures—From the perspective of social acceleration. Journal of China University of Geosciences (Social Sciences Edition). https://doi.org/10.16493/j.cnki.42-1627/c.20230713.001.
Zhong, J., Zhuang, Y., & Zhou, C. (2023). New changes in teacher workload under the "Double Reduction" policy and countermeasures—Based on a survey analysis of 6060 questionnaires from teachers in the compulsory education stage in Fujian Province. Journal of Fujian College of Education, (02), 114-118.
Zhou, H., & Qi, Y. (2022). The implementation of the "Double Reduction" policy: Focus, difficulties, and suggestions. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), (1), 69-78.
Zhou, J. (2022). An analysis and countermeasures of the workload of primary and secondary school teachers under the "Double Reduction" policy. Master's Thesis, Hangzhou: Zhejiang Normal University.