| With the continuous implementation of the “double reduction” policy,it has become one of the aims of school education reform to improve after-school service level and meet diverse needs and promote the all-round development of students.It is also a measure to solve the inconsistency between workers’ dismissal time and students’ dismissal time.The problem of “latchkey kid” is widespread all over the world.Developed countries have begun to explore and develop after-school services since the 1980 s,and have accumulated rich theoretical and practical experience.The development of after-school services in the United States has gone over a hundred years.As one of the economic and commercial centers of the United States,New York State has greatly promoted the development of after-school services.Early afterschool activities began in the northeast of the United States.New York State was one of the first states to develop after-school programs.The establishment of boys’ clubs and settlements in New York City provided a good place for idle and homeless children,and to a certain extent guaranteed the healthy physical and mental development of children.After a long time of exploration and development,New York State has a unique scale of after-school service,and has a relatively complete fund source channel,a sound guarantee system and a perfect evaluation system,which can provide some advice on how to solve the problems existing in after-school service at present.This paper takes the after-school services of primary and secondary schools in New York State as the research object,adopts the literature research,historical research and comparative research method.It is divided into six parts.The first part explores the social and educational background of the development of after-school services in New York State.The second part sorts out the historical track of the development of after-school service in New York State,the emergence and operation of relevant after-school service institutions and organizations.The third part describes the funding sources and use of after-school services in New York State,the afterschool network system and the basic content of teacher professional development.The fourth part introduces the operational pattern and quality evaluation system of after-school service in New York State.The fifth part mainly analyzes the challenges and future trends of after-school services in New York State.The last part describes the current difficulties of the development of China’s after-school services.Based on this,I propose several suggestions of strengthening the cooperation within the school,clarifying the purpose of after-school services,enriching the content of after-school services,and constructing the network of after-school services,so as to provide some suggestions for our country’s development of after-school services. |
