提高学习效率、最大化学习效果有助于提升学习者学习体验，满足当下快节奏时代的学习和发展要求。目前我国中小学生普遍存在着学业负担重、学习效率低的问题，不利于学生的身心健康，也不利于贯彻“轻负担，重质量，全发展”的素质教育理念。在“双减”的政策背景下，探究如何提高学习效率成为教育领域的一项重要任务。

学习效率的科学评估是学习效率研究的基础。以往针对学习效率评估的研究对学习效率的内涵关注不足且界定存在差异，评估方法存在一定缺陷，导致效率评估结果不可比。因此，科学界定学习效率内涵，改进学习效率评估方法，是推动学习效率研究的关键所在。

基于全面发展目标，本研究从学习投入和学习成果两方面出发，对学习效率内涵重新进行界定，探究使用多准则决策优化技术之一的双参考点法评估学生学习效率的适用性，并从有效性和稳健性两个维度检验该方法的可靠性。通过使用PISA2018中国四省市学生数据论证方法可行性可发现：（一）双参考点方法克服了传统效率评估方法的缺陷，满足客观、全面、内部可比较和可解释的效率评估要求，能够有效构建出学习效率评估的综合指标。（二）双参考点的效率评估结果在关键指标上存在显著差异，具有良好区分度；双参考点法与随机前沿分析法得出的结果显著正相关，具有较高可信度；双参考点法效率结果与学习成就动机显著正相关，理论上可信度良好。因此双参考点法具有较高有效性。（三）随机改变变量权重值及参考水平，双参考点效率不会发生显著变化；随机改变参数，双参考点法得到的不同效率排名间相似度较高。因此双参考点法具有较高稳健性。以上结果说明双参考点法适用于学习效率评估，为学习效率评估提供了新的分析框架和方法工具，有助于推动减负提效目标的进一步实现。

Improving learning efficiency and maximising learning effectiveness can improve the learning experience of learners and meet the learning and development needs of today's fast-paced era. At present, the problem of heavy academic burden and low learning efficiency among primary and secondary school students in China is not conducive to the physical and mental health of students, nor is it conducive to the implementation of the quality education concept of "lighter burden, higher quality and full development". In the context of the "double reduction" policy, exploring how to improve learning efficiency has become an important task in the field of education.

Scientific evaluation of learning efficiency is the foundation of learning efficiency research. Previous studies on the assessment of learning efficiency have not paid enough attention to the connotation of learning efficiency and there are differences in its definition. And the assessment methods have certain shortcomings, resulting in incomparable efficiency assessment results. Therefore, the scientific definition of the meaning of learning efficiency and the improvement of learning efficiency assessment methods are the keys to promoting learning efficiency research.

Based on the goal of comprehensive development, this study redefines the connotation of learning efficiency in terms of both learning engagement and learning outcome, explores the applicability of using the Double Reference Point method, one of the multi-criteria decision optimization techniques, to assess student learning effectiveness, and tests the reliability of the method in terms of both validity and robustness dimensions. By using the PISA2018 data of students in four Chinese provinces and cities to demonstrate the feasibility of the method, it is found that: (a) the Double Reference Point overcomes the shortcomings of traditional efficiency assessment methods, fulfills the objective, comprehensive, internally comparable and interpretable demands in efficiency assessment, and can effectively construct a comprehensive index for learning efficiency assessment. (b) The efficiency assessment results of Double Reference Point are significantly different in key indicators, so this method has a high degree of differentiation; the results obtained from the Double Reference Point method and Stochastic Frontier Analysis are significantly positively correlated, so this method has high credibility; the efficiency results of the Double Reference Point method are significantly positively correlated with the achievement motivation, so this method has good theoretical credibility. Thus this method has high validity. (c) The efficiency of the Double Reference Point method does not change significantly when the weight values and reference levels of the variables are changed randomly; the similarity between the different efficiency rankings obtained by the Double Reference Point method is high when the parameter is changed randomly. Therefore this method has high robustness. The above results demonstrate that the Double Reference Point method is applicable to learning efficiency assessment, providing a new analytical framework and methodological tool for learning efficiency assessment, and helping to promote the further achievement of the goal of reducing the burden and improving efficiency.