Reducing the academic burden on primary and secondary school students is an important concern in people’s livelihood on education. This study, based on the connective system (extracted from the policy texts involving schoolchildren’s academic burden reduction in recent years) for educational participants with students serving as the “hub”, and such dimensions as the learning time and space and the limitation of learning activities, creates the learning time and space separated by the “dividing line between the home and the school” and the “dividing line between learning and playing”, introduces Dewey’s theory of “one experience” and explains how to defend “free-leisure time and space” and how to understand its importance for learners’ experiential growth and internal order construction in the context of students’ time structure disorder and learning behavior alienation in the era of social acceleration. The dialectical method of using “necessary ignorance” to unlock “potential knowledge” opens up the possibility of reducing students’ academic burden, and is likely to stimulate a richer educational imagination.