"Double reduction" brings new challenges to teachers' learning and professional development. A teacher posted his work schedule on the Internet. He worked at school for more than 10 hours from morning to night. Back home, after dinner, turn on the computer and prepare for the next day's class. Complete various tasks assigned by the school in the class group: questionnaire, payment, inspection and equivalence of book expenses. The latest one covers the on-the-job teachers in Beijing's public schools, including primary school, junior middle school and senior high school. Thousands of online survey effective questionnaires were recovered, which made Tang Fenglin, vice president of Beijing Institute of education, meditate. "The questionnaire on Teachers' learning status and strategies in Beijing shows that teachers have learning needs, but they don't have enough time." Tang Fenglin said. If "revolution" means teachers' daily work, "rotation" means teachers' independent learning. Facing the high expectations of parents, how can teachers balance work and learning under the "double reduction"? Under multiple challenges, how to stimulate teachers' interest in learning and improve their ideological taste, humanistic quality and professional ability? As a teacher, how can both "revolution" and "rotation" become possible? One of the problems is how to stimulate teachers' learning motivation more effectively Under the background of "double reduction", teachers face the problem of prominent contradiction between work and study. The survey shows that the top three factors restricting teachers' learning are: too busy work, conflict between training time and work arrangement, accounting for 82.8%; Lack of independent choice, one is about the choice of learning opportunities, the other is the choice of learning content, and the third is that the training is not targeted and effective, accounting for 31.3%. "Teachers say that there is no time, which must be a practical problem. But there is another problem behind this problem, that is, how to mobilize teachers' enthusiasm." As a Chinese teacher, Zhang Cong believes that teachers' work is a very creative work, in which teachers' enthusiasm and subjective initiative play a great role, rather than being forced to get busy. "I found that the biggest driving force is to constantly solve their own problems with the attitude of cultivation." Li Huaiyuan, associate professor of Beijing Institute of education, realized through his own experience: on the one hand, the experience of academic education is the process of self-improvement; on the other hand, the best place for teachers to learn is in the classroom. Li Huaiyuan explained that he should teach primary school students, new teachers, different types of Chinese teachers, graduate students, and follow his tutors at Beijing Normal University. In different classes, the harvest is different. "Teachers' learning is a simple and difficult thing. Teachers need to have feelings and treat life with the unity of knowledge and practice; teachers should have an academic attitude and treat knowledge with an integrated attitude; teachers should have professional requirements and treat students with awe." Li Huaiyuan said frankly. Teachers' quality is the key variable to improve students' academic achievement, and teachers' participation in high-quality learning is the most effective way to improve teachers' quality. Cheng LAN, vice president of Tongzhou campus of the high school attached to the National People's Congress, who has been teaching for nearly 30 years, said that his growth is related to his integration into the community of schools, grades, teaching and research groups, lesson preparation groups, teaching classes and other communities, as well as the professional learning community organized by teachers of many colleges and universities at home and abroad. "The various learning communities around teachers are the direct interpersonal environment on which teachers' professional development depends. The community culture shaped by the cultural atmosphere, values and behavior paradigm in this environment provides a strong endogenous driving energy for teachers' development." "Reducing teachers' burden is a basis for improving teachers' professional level and enabling teachers to do teaching work calmly. This burden reduction is first based on the more professional management of teachers' team." Zhang Cong has deep experience. "How to give full play to teachers' enthusiasm really depends on the management ideas and management level of school managers. Do managers provide a platform for teachers' development? Can they promote teachers' self-improvement? Can managers pay attention to those teachers who pay silently and give corresponding dignity? Are managers really serving teachers? Or do they pay more attention to themselves The development of? The aura and atmosphere of the whole school is an important aspect to promote the promotion of teachers. " Zhang Cong felt it deeply. How can teachers' learning effect be transformed into educational effect As a new teacher who joined in 2021, Mo Jiafei, a second grade Chinese teacher of Xinjie primary school in Xiaoshan District, Hangzhou, was truly aware of the sanctity of the word "teacher", especially the responsibility of being a teacher of the new era under the "double reduction". "Double reduction" goes hand in hand with quality improvement. Reducing burden is not reducing responsibility, but seeking development. Only by improving quality and efficiency can we develop better. " Yu Yaping, principal of Xinjie primary school in Xiaoshan District, Hangzhou, told reporters that the classroom is connected with teachers' quality improvement and students' burden reduction. Taking classroom teaching as the carrier, the school gives full play to the discipline expertise of young teachers, trains young teachers' classroom control ability, and temper the classroom teaching quality of young teachers, so as to strengthen the "double reduction". Teaching changes bit by bit. "Every time I listen to the class, I will take notes carefully, and then revise my lesson preparation plan to apply the advantages and strengths of other teachers to my classroom teaching. Under the" double reduction ", I should improve my classroom teaching quality, change my fixed teaching mode from learning, say less' do you understand? ', say more' do I explain clearly? ', and less' conclusion' On 'more' guidance ', and so on, let children become the main body of the classroom and give play to children's subjective initiative. " Mo Jiafei said. The introduction of "double reduction" aims to establish "morality and cultivate people" and "all-round development", encourage and support teachers to optimize teaching methods and effectively improve students' classroom learning efficiency. "The 'double reduction' work has reduced the 'physical work' that offsets duplication, but teachers' mental work must be increased. Examination proposition, like homework design, is also teachers' basic teaching skills. We hope to promote teachers to improve their basic teaching skills and reduce mechanical, repetitive and inefficient examinations and homework from the source." The relevant person in charge of the Beijing Municipal Education Commission said recently. Teacher learning is to make teachers develop continuously and lifelong, and find the best support for the development of students. "At present, we must pay attention to how to improve teachers' thinking ability. In practice, the fineness, breadth, innovation, growth and accommodation of thinking are one of the biggest bottlenecks and problems restricting teachers' development." Li Zhengtao, a professor at East China Normal University, believes that improving teachers' values education is very important for improving teachers' teaching ability; Expand the pattern and vision of teachers. The pattern determines the outcome. All horizons have boundaries. The boundary is like a wall, which hinders teachers from moving towards a new growth space and development world. "Did my previous educational experience help Xiaofang's children grow up or hinder their development?" "How do you overcome job burnout in most cases?" "What ineffective management methods should management improve?" "How do teachers live themselves into a beam of light?" In fangjiapo school in Lanzhou New Area, the school encourages every teacher to "punch in teaching and research" and "punch in reading and writing". Every teacher has "academic points" and "wonderful records" every day. Gao Jinru, Secretary of the Party branch and executive president of fangjiapo school, couldn't help saying, "core words such as learning, research, practice, reflection, communication, cooperation, sharing and innovation have become our hot topics. Here, we see invisible papers, high-quality courses, academic lectures, teaching materials and teaching methods, and we see the reflective ability of 'small Fang people'." Teachers' learning must not be stylized and empirical, but should be exploratory and research-based. "Learning is not only an individual behavior, but also an organizational behavior. Learning and research should become teachers' life. At that time, teachers look at daily work with a research perspective, which means they have regular conscious thinking about things they are used to." Gao Jinru said. "Fragmented learning keeps thinking on the surface, and thinking cannot develop in depth. How can teachers affect students? If teachers' learning is systematic and in-depth, and if teachers' learning practice has been well transformed, they will have greater learning motivation." Li Wen, a professor at Beijing Institute of education, said that to improve teachers' learning ability and effectiveness, learning effectiveness should be transformed into educational effectiveness. Third, how to improve and enrich the teacher support system The core goal of constructing a high-quality teacher training and development system is to stimulate and promote teachers' motivation and action of autonomous learning through training. In the future, the focus of teacher training reform should be changed from "promoting training" to "promoting learning". What support do teachers need for learning? The questionnaire on Teachers' learning status and strategies in Beijing shows that: first, in terms of content demand, the learning contents that teachers need very much include the teaching methods of the taught subjects, teachers' psychological adjustment, subject teaching based on core literacy, knowledge and skills of subject unit teaching, knowledge and cutting-edge theories of the taught subjects, knowledge and skills of homework design Teaching knowledge and skills based on personalized learning, student behavior and classroom management, student psychology, student evaluation, etc. Second, teachers need professional support. 61.3% of teachers thought that they should provide time guarantee for their own development; 48.9% of the teachers thought that they should provide the opportunity to choose their own learning activities; 28.8% of teachers thought that effective incentive mechanism should be provided. Third, from the perspective of institutional context, professional learning community has a positive impact on Teachers' development. At the second seminar on teacher learning and professional development, "happy farm" was the expectation of Chen Xi, a senior teacher of the research department of the president of Fujian Institute of education, for teacher training institutions to create teacher learning. Chen Xi explained that "opening" is to have a broad vision, an open attitude and an open method. Only when teachers' vision, mind and knowledge boundary are opened, can teachers learn with vitality and look forward to the future; "Heart" is to take care of teachers' hearts, promote and support teachers' lifelong learning and lifelong development, and promote and cultivate the growth and improvement of students' mental ability; "Agriculture" is to have the mentality of farmers, create a good training ecology, and support teachers at different stages of development to learn effectively; "Field" is the field of learning, which can be a group, a circle or a community. Teachers should carry out centralized learning focusing on topics in a loose atmosphere in multiple forms. "We should give trust, guarantee, support and incentive." Tang Fenglin suggested. Li Wen believes that from the perspective of the practical implementation of teachers' learning, there are three very important aspects: first, we should deepen teachers' learning research and systematically and deeply study the key, difficult and hot issues in Teachers' learning practice. Second, we should optimize the learning design. Whether it is a teacher's learning project or a specific learning activity, we should carry out rigorous design in terms of objectives, contents, methods, outputs, evaluation and resources. The premise of scientific design is in-depth research. Without in-depth research as support, it is far from enough to design only at the technical level. The third is to construct teacher learning