“双减”背景下小学课后服务实施的现状及提升策略——基于395张学生课程表的分析

Current Situation and Improvement Strategy of After-School Service in Primary Schools under the Background of“Double Reduction” Policy— Based on an Analysis of 395 Student Schedules

中文关键词:  “双减”；课程表；小学课后服务；提升策略

英文关键词:“Double Reduction”policy，school timetable，after-school services，improvement strategies

中文摘要:

      随机选取 395 张学生课程表作为研究对象，从课后服务的内容、主体、场地和形式四个维度对小学课后服务实施现状进行研究。研究发现：小学课后服务内容总体符合要求，但部分学校存在内容单一、结构不合理、名称不具体的问题；课后服务主体以校内教师为主，家长、具备资质的社会机构或人员等社会力量参与较少；课后服务场地主要局限于教室或操场， 未能充分利用校外场地；课后服务形式以线下资源为主，对线上资源挖掘与利用不够。基于此，提出了优化小学课后服务的建议：课后服务内容从笼统走向具体，促进课程内容结构优化升级；课后服务主体从窄化走向多元，形成多元主体协同育人的机制；课后服务场地从封闭走向开放，打造校内与校外联动的空间格局；课后服务形式从单一走向混合，形成线下与线上并行的育人体系。

英文摘要:

      A random selection of 395 student timetables serves as the basis for this study from the four research dimensions of content，main service provider，venue，and form of after-school services in primary schools. Findings reveal that although afterschool service content generally meets requirements，some schools exhibit issues such as monotonous content，unreasonable structures，and vague course titles；school teachers primarily provide after-school services with limited participation of from parents，or qualified social organizations or individuals；and the venues of after-school services are mainly confined to school classrooms or playgrounds，lacking full utilization of off-campus spaces；and the form of most after-school services relies on offline resources with insufficient exploration and use of online resources. Based on this，the recommendations for optimizing after-school services include：refining content to become more specific，promoting its structural upgrades；expanding service providers to include a diverse range of people and to create a collaborative educational mechanism；opening outdoor spaces besides the venues of only indoor spaces and establishing interconnected on-campus and off-campus spaces；and diversifying forms to develop a blended online-offline educational system.