“双减”政策的颁布与实施对我国义务教育改革实践产生了广泛与深刻的影响。“双减”政策实施的质量不仅受政策本身价值取向、政府部门重视程度等影响，还会受到目标群体这一因素的影响。中产阶层曾为我国校外培训重要的消费主体，“双减”政策实施对其所产生的影响是显而易见的。本研究以北京市H区的51位中产阶层家长为研究对象，对他们进行访谈，并选取了其中3个具有典型性的家长，针对其教养实践开展观察，收集了大量实物资料。基于政策适应理论、接合理论和布迪厄——拉鲁框架，采用类属分析、情境分析与批判话语分析方法，对中产阶层家长之于“双减”政策影响所进行的意义建构和行动回应进行研究，以期为后续政策措施的完善提供参考。

中产阶层家长对于“双减”政策影响所进行的意义建构主要有如下几个方面：（1）在不变的以成绩为导向的教育评价制度之下，家长依然看重应试，并竞相追逐顶尖教育资源。（2）“双减”后的课堂教学与考试在难度上不匹配，作业量少引发的重复性练习不足影响了应试，课后服务在深度上有待加强。（3）学科类校外培训获取难度加大，家长对政策实施的效果持有的态度比较消极。（4）家长除了重视学业成绩以外，还看重子女社会性的全面培养，从而进一步密切了综合素质的提升与顶尖教育资源角逐、荣誉争取等功利性目的之间的联系。

基于对“双减”政策影响所进行的意义建构，静静妈妈开始过上了全职教养的“鸡娃”生活，淘淘妈妈以“佛系”心态做出了行动回应，乐乐妈妈在教养实践中不再“鸡娃”。通过对个案家长行动回应的分析可以看出：（1）中产阶层家长的教养目标以及对教育成就的认识并未受到“双减”政策实施的太大影响。（2）家长对于子女课后生活的关注、参与、谋划、监督和控制并未减少，子女课后生活被安排得仍然非常满当。（3）家长增强了对子女的陪伴，重视他们的语言能力培养。（4）家长与学校、社会机构的互动受其受教育经历和社会资源的影响，互动方式各异。

影响中产阶层家长之于“双减”政策实施的意义建构与行动回应的因素主要有以下几个方面：（1）现有的考试选拔制度、优质教育资源分布状况以及全球化、市场化因素；（2）家庭的社会位置与阶层心态、阶层惯习与理性文化因素；（3）家庭的经济资本、社会资本、文化资本因素；（4）中产家长对于“双减”政策的获取方式因素。

中产阶层家长对于“双减”政策影响所做的的意义建构反映了当前我国中产阶层的家庭教养方式正处在新自由主义、进步主义、技治主义以及重考重学的文化传统等话语交织的混杂状态之中。一些媒体基于商业逻辑，时常夸张“双减”的负面影响、渲染焦虑情绪，从而影响了家长对于政策的判断。优质教育资源的分布不均使得中产阶层家长依旧看重学科类校外培训的价值，并关注校内课堂教学是否如从前一样应试。此外，“双减”政策的实施限制了中产阶层原本投资于家庭教养的方式，使得家长以更密集的资本投入回应政策要求。

中产阶层家长对于“双减”政策影响的意义建构与行动回应有可能加剧教育不平等的再生产、损坏教育公共性。教育行政部门应致力于改善优质教育资源分布不均的现状、提升课后服务质量；学校也应增强家庭教育指导，帮助家长提升对于素质教育理念的认同。

The promulgation and implementation of the "Double Reduction" Policy had a wide and profound impact on the practice of compulsory education reform in China. The quality of the "Double Reduction" Policy' s implementation was not only affected by the value orientation of the policy itself and the degree of government departments' emphasis, but also by the factor of target group. The middle class used to be an important subject of the private tutoring consumption in China, and the impact of the "Double Reduction" Policy' s implementation on this group was obvious. In this study, 51 middle class parents from H District of Beijing were interviewed, 3 typical parents were selected for observation, and a large amount of physical object was collected. Drawing on the concept of policy appropriation, articulation theory, and the Bourdieu-Lareau framework, using the methods of category analysis, context analysis, and critical discourse analysis strategy, this study demonstrated the meaning-making and action response of middle-class parents on the implementation of the "Double Reduction" Policy, trying to explain the influencing factors and provide reference for the improvement of subsequent policy measures.

The meaning-making of middle-class parents for the implementation of the "Double Reduction" Policy mainly included as follows: (1) Under the unchanged performance-oriented education evaluation system, parents still valued exams and competed to pursue top educational resources. (2) Parents believed that the mismatch between classroom teaching and exam in terms of contents as well as the insufficient repetitive practice caused by insufficient homework, affected exam-taking. Besides, it was pointed out that the form and depth of many after-school services need to be strengthened. (3) The difficulties in obtaining subject-based private tutoring resources got increased, and parents held a negative attitude towards the policy. (4) Parents not only attached importance to academic performance, but also expected that their children can receive comprehensive development. Thus, the connection between the improvement of comprehensive quality and the utilitarian goals such as competing for top educational resources and striving for honor was further strengthened.

Based on the meaning-making of the "Double Reduction" Policy's impact, Jingjing' s mom started full-time tiger parenting, Taotao' s mom made action responses in a Buddha style, and Lele' s mom stopped tiger parenting. Through the analysis of the action responses of individual parents, it can be seen that: (1) Parents' original training goals and understandings of educational achievements were hardly affected by the policy. (2) Parents had not relaxed their attention, participation, planning and supervision in after-school life, still arranging it as full as possible. (3) Parents enhanced their companionship for children and attached importance to the cultivation of language skills. (4) Parents' interaction with schools and social institutions were influenced by their educational background and social resources, resulting in vastly different interactive ways.

The factors that affected parents'  meaning-making to the "Double Reduction" Policy were the following aspects: (1) the existing examination selection system, the distribution status of high-quality education resources, globalization and marketization factors; (2) family' s social position and class mentality, as well as class habitus and rational cultural factors; (3) the economic capital, social capital and cultural capital factors; (4) the access to the "Double Reduction" Policy.

The meaning articulation of the "Double Reduction" Policy made by middle-class parents reflected a mixed state of multiple discourse intertwined, including neoliberalism, progressivism, technocracy, and the examination-oriented cultural tradition. Some media accounts based on commercial logic were good at exaggerating the negative impact of the "Double Reduction" Policy and rendering educational anxiety, which affected the judgment made by parents about policy. In addition, the uneven distribution of high-quality educational resources made parents still value subject-based private tutoring, and understand policy from the perspective of whether school teaching were exam-oriented. The introduction of the "Double Reduction" Policy restricted the ways that middle class invested in the reproduction of family social positions, leading some of them to respond to policy requirements with more intensified capital investment.

Middle-class parents' meaning-making and action response to the "Double Reduction" Policy' s impact may exacerbate the reproduction of educational inequality and undermine the public nature of education. The education administrative department should improve the uneven distribution of educational resources and enhance the quality of after-school services. Schools should also enhance family education guidance and help parents improve recognition of well-rounded education.