The “Double Reduction” policy is an important measure to promote the high-quality development of compulsory education. Its value and purpose are to return to the original intention of educating people. However, the implementation of the “Double Reduction” policy has encountered psychological resistance caused by the cognitive bias and conflicting values of multiple subjects, institutional resistance caused by the lack of institutional supply and path dependence, value resistance caused by the asymmetry of outlooks and demands of multiple subjects, and practical resistance caused by the weak operability and ethics of the policy itself. Effective strategies to resolve the above-mentioned resistance include correcting the traditional concept of education and improving comprehensive teaching attainment; optimizing the policy content and increasing the resource input; improving the system supply and promoting the in-depth implementation of the policy; establishing a dynamic feedback and expert decision-making mechanism and adjusting the supporting schemes dynamically on a regular basis.