Research On After-school Service Management Of Primary Schools And Improvement Strategies Under The Background Of "Double Reduction" Policy

Since the 20th century,the "three-thirty problem" has become a topic of concern for parents.On the one hand,in order to ensure the healthy growth of students,education should not become a "jack" to crush students’ shoulders,students should have a pleasant after-class time,education reduction has become a necessary option in our basic education reform.On the other hand,leaving students unsupervised after they leave school early is a potential safety hazard,and the question of where students go after school and who is responsible for this "blank period" needs to be resolved.In this context,to understand the after-school service management situation,existing problems and reasons,and further put forward to improve the after-school service management of primary school has become the objective need of "education burden reduction" in the new era.Improving after-school service management of primary schools is the objective need of "reducing the burden of education" in the new era.This study analyzes the policy of "double reduction" and after-school service policy issued by Chinese education departments,local education administration departments and schools in recent years,and discusses the internal connection and difference between them.On this basis,according to the "top-down--bottom-up"policy operation mechanism,this study constructs the model of our after-school service management system under the background of "double reduction" policy from the perspective of macro-meso-micro-perspective into top-level design,management structure and operation mode,including the overall planning of after-school service management,the ultimate goal of specific division of labor and management.At the same time,this study selected nine primary schools in urban Y city,and investigated the actual situation of after-school service management of primary schools in urban Y city by using interview method,questionnaire survey method and non-participatory observation method.It found that:the majority of primary schools in urban Y City have initially established afterschool service system,and the responsibility of after-school service is the school staff,and the participation rate of students in after-school service is high.The content and form of after-school service are diversified.After-school service schedule is reasonable,after-school service funds from the government,parents and schools;Parents and students who participate in after-school services have higher satisfaction.But at the same time,Y City urban primary school after-school service management also has the following problems:school after-school service system construction is not perfect,teachers’ recognition is not high,policy implementation is mechanical;The division of after-school services is vague;The content and form of after-school service vary greatly between schools,and the after-school service content of some primary school sections has evolved to make up lessons.After-school service activities increase the burden of teachers’ life and work;The after-school service quality management system is not perfect.In this regard,this study analyzes the causes of the above problems from the perspectives of educational public governance theory,educational opportunity equality theory and educational equity theory,and proposes to improve after-school service system and after-school service management.Clear after-school service attributes,promote after-school service management process;Highlight the leading position of the government and clarify the main responsibility of after-school service;Mobilize multi-subject participation,strengthen after-school service management internal power;Expand after-school service quality resources,break through the barrier of content and form;Pay attention to after-school service deep value,improve after-school service quality;Optimize the after-school service schedule to reduce the after-school service burden of teachers;Clear rules for the management of after-school service funds to protect the legitimate rights and interests of schools and teachers;Establish after-school service quality evaluation system,refine after-school service assessment methods;Activating the deep value of after-school service,improving the effectiveness of after-school service management and other improvement strategies to help our follow-up after-school service management.