Core Viewpoint - The article discusses the recent changes in educational policies regarding supplementary materials in primary education, highlighting the reduction of students' academic burdens and the ongoing debate among parents and teachers about the implications of these changes [1][4][10]. Group 1: Policy Changes - The Ministry of Education launched an initiative to regulate supplementary materials in May, prohibiting the forced purchase of such materials and aiming to reduce students' academic and financial burdens [1][6]. - Various regions have implemented policies that either limit the provision of supplementary materials to one per subject or cease the unified ordering of any supplementary materials [4][10]. Group 2: Reactions from Parents and Teachers - Reactions among parents and teachers are polarized; some support the reduction of burdens, while others express concerns that it may negatively impact teaching quality [1][4]. - Some parents worry about their children’s competitiveness in exams due to the lack of supplementary materials, while others appreciate the reduction in unnecessary workload [4][5]. Group 3: Historical Context and Governance - The current governance of supplementary materials is not unprecedented; it builds on previous regulations aimed at curbing excessive fees and ensuring voluntary participation in supplementary material purchases [6][8]. - Reports indicate that there have been significant financial incentives and corruption associated with the previous unified ordering of supplementary materials, necessitating stricter governance [7][8]. Group 4: Quality Improvement Initiatives - The article emphasizes that the new policies not only aim to reduce the quantity of supplementary materials but also to enhance the quality of classroom instruction and learning resources [10][11]. - Schools are encouraged to develop their own teaching materials and optimize assignments to fill the gap left by reduced supplementary materials, promoting a more effective learning environment [10][12].