“减轻中小学生课业负担”一直是中国课程改革的重点，也是社会关注的焦点。2013年，教育部经过两次征求意见，颁发了《小学生减负十条》,然而改革预想中的受益者——学生和家长似乎并不买账.“明增暗减”，“校内减校外增”的现象依然严重。“减负”理想有其宏图大业，而实践却有自己的另一套逻辑。 这其中，家长在教育改革中作用不容忽视。家长不但经常作为学生的“代言人”，而且直接在行动层面影响教育改革的实践。有研究指出，中小学生过重课业负担的源头已经悄悄由学校转移到了家庭。为什么迫切又美好的“减负”改革难以真正推行？为什么预想的受益群体——学生和家长反而成为改革的阻力？在现实层面，他们是如何理解“减负”政策的？对此做出了怎样的反应？这些行动是出于什么样的考量？折射出怎样的心态和社会现实？这些问题都需要回到真实的生活和实践情境中理解 正是基于以上问题，论文着重探讨教育改革中家长的行为选择和选择背后的考量。以质性研究的方法对3位小学高年级家长进行了访谈，就小学生学业负担现状、家长面对“减负”改革时的选择、家长的考量、支持或抵制改革的原因进行细致描绘和分析。从现实关怀出发，展现了无可回避的升学压力下，小学生家长在“减负”改革中真实的选择、微妙的内心世界和复杂的利益权衡。 论文共分为四章，主要内容如下： 第一章是引言，介绍选题缘由、文献综述、研究设计和研究的理论与实践意义。其中文献综述部分包含对建国以来“减负”政策的回溯、对2013年“减负十条”出台后执行现状的实证研究概述、对“减负”动力机制的理论分析、家长在改革中的角色与作用的探讨。 第二章是对家长选择的描述。由小学生课内、课外学业负担现状描述入手，展示了家长们在“减负”改革中的选择。家长们面对教育改革，会根据现实需要进行调控，并不一定配合“减负”改革，甚至有家长逆改革而行。1、从量上来看，部分家长面对“减负”比较担心，会试图用各种方式主动补上减下来的学业负担；2、从质的方面分析，小学生学业负担结构有所改革，单一机械式作业明显减少，改革在探索中前行；3、从对学业负担的主观感受上来看，不同学生对学业负担的感受差异巨大，同样的作业会有半小时至3小时不等的作业时间，改革不宜“一刀切”。 第三章是对家长考量的分析。以期望理论为框架，结合访谈中的具体案例，从内部因子和外部压力透析家长微妙的内心世界和复杂的利益权衡。发现家长之所以逆改革而行，有以下原因：1、从期望值来看：当今的教育目标呈现多元化和复杂化，学生面临素质教育和应试教育的“双标准“夹击。在社会高压和功利心的驱使下，素质教育甚至被扭曲成了一种新的应试教育。在迷茫中，还有一些家长了采取以“消费”推卸责任的无意识消费主义行为；2、从工具性角度分析：“减负”改革和家长关心的升学体制没有对接，不论是历史经验还是社会评价都不看好改革，家长预期如果配合改革，风险会很大。大多数家长迫于同伴压力和求稳考虑，往往会逆改革而行；3、从效价方面考虑，家长对改革并不信任，认为改革更多出于政绩而非学生发展的考虑，因此不愿唯一的孩子成为小白鼠。 第四章是结论与讨论部分。通过对“减负”期待与实践之间的复杂关系进行理论化的梳理与分析，探究期待与实践之间的落差究竟是如何形成的。从而为“减负”行动提供一个真实的参照和预期，为教育改革寻找适合的最近发展区。同时也介绍了研究过程中，我作为一名研究者在思想、研究技巧上的演化和进步。

‘Reduce the academic burden on students’ has long been the focus of curriculum reform in China as well as a much debated topic. In 2013, the Ministry of Education issued the document Ten Provisions on Reducing the Study Burden on Primary and Junior School Students. However, the expected beneficiaries - students and their parents do not seem to support. Therefore, the reform has very limited effects. As we can see, the reality does not always match with the expectations in educational reforms When talking about educational reforms, the influence of parents is inevitable and cannot be ignored. Parents not only are spokesmen for children, but also form direct affect on the practice of education reform. Research shows that the origin of main study burden on students has shifted from school to home. The reform to reduce the burden on students is, of no doubt, urgently needed. But why is it so difficult to implement the reform? Why the expected beneficiaries -- students and parents have become the opposition to the reform? How do they perceive the reform policy? What reactions have they taken? Based on what kind of considerations? What have their reactions and considerations reflected? To understand these issues, we need to dive into real life situations. This paper focuses on parents’ choices and considerations in educational reform, based on a qualitative research on 3 parents. The paper explicitly describes and analyses the current situation of study burden on primary school students, the choices parents made and their considerations, the reasons for them to support or resist the reform. The concerns are over the subtle and complex balance in parents’ mind. The thesis is divided into four chapters as follows: The first chapter is introduction. It concludes reasons of choosing this topic, literature review, research plan and the theoretical as well as practical significance. The literature review part retrospective of relevant policies from 1950s, an overview of empirical research after 2013, dynamic mechanism of the ‘reduce burden’ reform and the role parents play in educational reforms. The second chapter is a description of parents' choices. It describes parent’s choices in educational reform based on both curricular, extra-curricular burden on primary school students. Parents may support, ignore or resist the reform in different occasions. Judging from the quantity, some parents get worried when ‘the burden’ is reduced. They will try to fill the gap in various ways. Judging from the qualitative perspective, the structural transition on the sutdy burden have witnessed some progress. However, the subjective feelings can be very different between students, even when they are from the same class. The third chapter is the analysis over parents’ considerations based on interviews, using expectation theory as the theoretical framework. It analyses the internal factors and external pressures face in the reform. The fourth chapter is conclusion and discussion. It discussed how the gap between expectation and practice expectations is formed, thus provides practical anticipations of hinter in the reform of “reduce the study burden” and draw the zone of proximal development. In this part, the progresses of me being a researcher are also introduced, including the progresses in research methods and analytical thinking.