A Study On The Challenges And Countermeasures Of After-School Music Service In Primary Schools Under The Background Of "Double Reduction"

On July 24,2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council jointly issued the "Opinions on Further Reducing the Homework and Off campus Training Burden of Students in Compulsory Education".The implementation of the "double reduction" policy has prompted more and more students to return to campus to participate in after-school delayed services,strengthened the role of schools as the main educational platform,and provided space for the learning of art subjects,including music.After-school services have gradually developed into a public education issue that parents are concerned about,schools are concerned about,and society is discussing.Under the educational principle of comprehensive cultivation of morality,intelligence,physical fitness,aesthetics,and labor,the artistic literacy,aesthetic ability,and comprehensive ability of primary and secondary school students are the key tasks of compulsory education.The rise of after-school services not only reflects the mismatch between parents’ off hours and school hours,but also reflects the higher requirements of society and parents for the quality of education.From someone taking over to high-quality educational activities,it has to some extent made the comprehensive development of after-school services more urgent.In the context of the "double reduction" policy,the requirements for after-school services are the same as those for daily education and teaching work.Under the comprehensive implementation of the Party’s education policy,it is necessary to achieve "quality improvement and efficiency enhancement.".In recent years,relevant departments have continuously emphasized aesthetic education,especially music education,and music after-school services are facing some new challenges in various aspects.Secondly,based on the analysis of challenges,real and effective response strategies can be explored to guide the corresponding changes in the development and implementation of music after-school services.The first part of this article is an introduction,consisting of four aspects:the reason for the topic selection,research significance,literature review,and research methods.The second part is the first chapter of the main text,which first sorts out the policy of "double reduction"and the speeches of relevant leaders.Based on this,it analyzes the impact and challenges of"double reduction" on primary school music after-school services in four aspects:firstly,the nature of after-school services has changed;Secondly,primary school music after-school services have both internal and external requirements of "improving quality and efficiency",they not only need to improve students’ music literacy overall,but also meet their personalized music learning needs;Thirdly,there are objective and realistic reasons for the phenomenon of crowding out after-school music service time in primary schools,which contradicts the expected vision of "improving quality and efficiency";Fourth,teachers have soft resistance behaviors in the context of "double reduction",leaving hidden dangers for the smooth development of music after-school services in primary schools.The third part is the second chapter of the text.Based on the analysis of the first chapter,it discusses the author’s thinking on how to carry out after-school music services in primary schools,and proposes countermeasures to address the challenges posed by "double reduction".In terms of curriculum planning,it proposes five strategies,and elaborates on four of them in detail.Another one,although feasible,has low universality,and therefore has less space.In the design of teaching content,the "three good" strategy is proposed,namely,to be good at taking the road of mass education,making good use of teaching resources around,and doing good at the integration of disciplines.