Research On The Subject Behavior Of After-school Service Policy Implementation In Guangxi From The Perspective Of Horne—Meter Model

In order to solve the parents shuttle students and commuting time conflict,promote the comprehensive development of primary and secondary school students,so as to improve the people’s satisfaction of compulsory education,the Ministry of Education issued in 2017 "about students after-school service guidance",clear to give full play to the role of the main school position,and the nationwide after-school service work put forward clear requirements.In July 2021,the General Offices of the CPC Central Committee and the General Office of the State Council issued the Opinions on Further Reducing the Burden of homework and After-school Training for Students in Compulsory Education,making further clear provisions on after-school service policies and promoting the upgrading and development of after-school service policies.With the issuance of the "double reduction" policy,the demand for higher standards and high quality of after-school services has been raised.After-school services have gradually become an educational reform issue that parents care about,hot discussed in the society and schools must implement.The introduction of after-school service policy not only reflects the urgency of parents’ "3:30 problem",but also reflects the prominent phenomenon of educational utility and the urgent need for the high-quality development of education level.As an ethnic minority area,there is a certain gap between the educational development level of Guangxi and the developed areas,and the education in ethnic minority areas presents certain ethnic characteristics.Therefore,this paper takes the main body of after-school service policy implementation in Guangxi as the research object,Based on the theoretical model of policy implementation,Through interviews,questionnaires and other research methods,It is found that there are the following problems in the implementation subjects of after-school service policies in Guangxi: first,the ambiguity of policy objectives and standards,Lack of guidance for policy and behavior;Second,the insufficient supply of educational resources,Lack of coordination between local government actions;Third,the one-way execution mode,Lack of communication among organizations at all levels;Fourth,the stubbornness of the social environment,Lack of collaboration in external system behavior;Fifth,the large gap between urban and rural development,Lack of support for school execution behavior;Sixth,there are differences in policy cognition,Lack of consensus in teachers’ execution behavior.Accordingly,this paper proposes the optimization countermeasures from the multiple perspectives of clarifying the policy objectives,expanding the resource channels,enriching the policy implementation mode,constructing the hierarchical communication mechanism,improving the policy recognition,improving the social education atmosphere,paying attention to the overall development of schools and stimulating the enthusiasm of teachers.