Since the beginning of the new semester, various regions and schools have deepened the special rectification of the problem of using subscribed teaching aids for profit and strictly standardized the management of teaching aids on campus, strictly implementing the requirements of 'one subject, one auxiliary' and strictly prohibiting the recommendation of teaching aids to first and second grade primary school students and their parents. Compared to some places in the past where a large stack of teaching aids were distributed with new textbooks, this year some places did not distribute teaching aids, which has led to misunderstandings among some parents. Some self media take advantage of the situation to hype up the "comprehensive ban on teaching assistants entering schools" and "one size fits all" governance of teaching assistants to gain traffic, further exacerbating parents' anxiety. What is a teaching assistant? As the name suggests, teaching aids are teaching materials that are used in conjunction with textbooks for various learning and exam guidance publications for primary and secondary school students. High quality teaching aids can help students identify and fill in gaps, strengthen training, and broaden their horizons, making them great assistants for learning. But the increasing number of teaching aids ordered by students not only increases the financial burden on parents, but also becomes an important factor in the heavy academic burden on students. In addition, the uneven quality of various teaching aids not only fails to become students' "learning assistants", but also adds obstacles and chaos to students. At the same time, in some places and schools, a gray interest chain has been formed around the recommendation and subscription of teaching aids, which has led to the problem of educational corruption and the formation of "chaos in teaching aids". The chaos of teaching aids is not a one-day cold, and the governance of teaching aids is not the first time. As early as 2001, the General Office of the State Council issued a document requiring that "primary and secondary schools shall not organize students to purchase all forms of teaching materials". In 2015, the State Administration of Press, Publication, Radio, Film and Television, the Ministry of Education, and the National Development and Reform Commission jointly issued the "Management Measures for Teaching Auxiliary Materials in Primary and Secondary Schools", which established the basic principles of teaching auxiliary evaluation, "one subject, one auxiliary", voluntary purchase, free purchasing, and no profit-making for teaching auxiliary materials entering schools. The concentrated rectification of teaching aids this time is to strictly implement the provisions of this method. Teaching assistants should return to their auxiliary role, and education should return to the essence of nurturing people. Subtracting from teaching assistants is essentially a timely response to their chaos. In May of this year, the Ministry of Education launched the annual action plan to improve the standardized management of basic education, and explicitly included "using the purchase of teaching aids and school uniforms for profit to infringe on the legitimate rights and interests of students and parents" in the list of key and difficult issues for rectification. In July, the Ministry of Education held a special rectification and promotion meeting, requiring the eradication of the chaos in the recruitment of teaching aids, focusing on strengthening the full process control of entering schools, promoting the implementation of free teaching aid policies, deepening the reform of the education evaluation system, and returning teaching aids to the essential function of education. It is in this context that various regions have successively launched relevant measures to strengthen the governance of educational assistance. Whether it is to avoid excessive use of teaching aids, make students' backpacks lighter and homework less, or to cut off the gray interest chain, safeguard the rights and interests of students and parents, combat educational corruption, and create a clean and upright educational environment, it is necessary to further strengthen the management of teaching aids, eliminate excessive marketing and disorderly ordering. There are fewer teaching aids, students' backpacks are lighter, homework is reduced, and they are happier going home... The effectiveness of teaching aid management is evident. However, at the same time, some policies have been misinterpreted and anxiety has increased among some parents. There are some voices on the internet interpreting the regulation of teaching aids as a "comprehensive ban on teaching aids", and even interpreting it as "prohibiting students from bringing their own learning materials into the campus". It is necessary to clarify various misunderstandings in this regard. Standardizing the entry of teaching aids into campuses is to address the chaos of teaching aids, rather than a "one size fits all" comprehensive ban on teaching aids. From the perspective of policies in various regions, the governance of teaching aids is more about standardizing the unified recommendation and subscription of teaching aids at the school level, rather than restricting students' independent use of teaching aids. In response to this, Shenzhen has reiterated the principle of "one subject, one auxiliary", requiring independent selection, unified subscription, and free distribution of free teaching materials and teaching resources in the "Catalogue of Free Teaching Materials and Teaching Resources for Compulsory Education in Shenzhen for the 2025-2026 Academic Year". In response, the Education Department of Guangdong Province also emphasized that there is no issue of prohibiting students from bringing their own learning materials to campus. Students who have spare capacity can bring relevant learning materials purchased by themselves to school according to their own learning needs. Some places require schools to develop and distribute school-based teaching materials such as lecture notes to replace off campus teaching materials based on the school's situation. The essence of this policy is not to "completely ban" teaching materials, but to make them more accurately adapted to the learning situation. In the face of public misunderstandings, various regions and schools must increase their efforts in policy promotion, eliminate misunderstandings through more comprehensive and detailed communication, and consolidate consensus among families, schools, and communities for the implementation of policies. How to focus on learning when there are fewer teaching aids and homework? Some parents may be concerned about the quality of free teaching aids in schools, or they may fall into the anxiety of "what you have and what I don't have". Some institutions may also take the opportunity to hype up "teaching aid anxiety". In response to this, schools in various regions must face the anxiety of parents and, while doing a good job in reducing teaching aids, also do a good job in improving the quality of classroom teaching and fine management. By focusing on improving classroom teaching and after-school tutoring, enhancing teachers' ability to design personalized assignments, we can better meet students' personalized growth needs. Following the principle of "one subject, one auxiliary", we must strictly control the selection of teaching materials, select materials that meet the curriculum standards and fit the school situation, and promote both "reduction" and "improvement" simultaneously. Only in this way can we alleviate parents' anxiety and reduce their dependence on teaching aids. Education reform is a systematic project that inevitably faces conflicts of ideas and games of interests among various parties. The governance of teaching aids and the implementation of the "weekends" reform all aim to reshape the education ecology through small-scale reforms, changing the traditional learning and competition models that rely on exam time and mechanical problem-solving to improve scores. The beginning of everything is difficult, and in the early stages of policy implementation, the discomfort and anxiety of teachers, students, and parents can be understood. But there is no turning back arrow when opening a bow. By facing difficulties and persevering, with scientific concepts, sufficient communication, and perfect supporting facilities, we can consolidate broader consensus and strength, deepen the governance of chaos, form a new educational ecology, promote high-quality development of education, and help students develop comprehensively and grow healthily. (New Society)