Research On The Implementation Status Of Integrating Intangible Cultural Heritage Into After-School Service In Primary Schools Under The Background Of "Double Reduction"

Under the background of "double reduction",expanding the after-school service space and enriching the content and form of after-school service has become an important starting point for each school to reduce the burden and improve the quality.Relying on the precious intangible cultural heritage resources,carrying out after-school service can not only play the unique educational value of the excellent traditional Chinese culture,but also have important significance for the improvement of primary school students’ cultural literacy,the professional development of teachers and the construction of school cultural brands.The author takes the primary school after-school service based on intangible cultural heritage resources as the research object,selects the literature research method,the questionnaire survey method and the interview method to carry out the research.Through investigating the implementation status of intangible cultural heritage integration into after-school service in C District of Xi’an City,the author analyzes the achievements and problems of the implementation,and analyzes the reasons that affect the implementation effect according to the existing problems of the implementation status of intangible cultural heritage integration into after-school service,On this basis,the optimization strategies to promote the integration of intangible cultural heritage into the high-quality implementation of after-school services are proposed.The survey results show that the achievements of the integration of intangible cultural heritage into after-school services include tapping local resources and creating characteristic classrooms;Introduce intangible cultural heritage experts to help after-school services;Inherit and innovate intangible cultural heritage and build school-based characteristics;Promote students’ all-round development and enhance cultural self-confidence.The existing problems include: in terms of cognition,teachers’ understanding of intangible cultural heritage is not systematic,and teachers ignore the differences of students.In terms of the teaching staff,there are differences in the quantity and quality of teachers in different schools,and relevant training is lacking and ineffective.In terms of implementation,the formalization is relatively serious,the content selection and implementation process do not highlight the student-centered,and the evaluation focuses on the results rather than the process;Insufficient resource guarantee and other problems.In view of the existing problems,attribution analysis is carried out.First,the implementation plan itself is not specific,and the selection of implementation materials is not appropriate;The second reason is that there is deviation in the value orientation of after-school service,the lack of guidance of teachers’ quality,and the lack of incentive in after-school service remuneration;For reasons outside the school,the idea of exam-oriented education has a serious impact,and the after-school service supporting mechanism is missing.Based on the above investigation and attribution analysis,in order to promote the high-quality implementation of the integration of intangible cultural heritage into after-school services,this study is guided by the pragmatism education theory and Taylor’s basic theory of curriculum and teaching.The researcher tries to put forward the following implementation suggestions: first,change the implementation concept and promote the implementation of the "double reduction" policy;The second is to construct the curriculum system and promote the curriculalization of after-school services.Including: the curriculum objectives reflect the value of education,the curriculum contents reflect the life situation,the organization and implementation reflect the activity,and the classroom evaluation reflects the diversification;The third is to strengthen the resource guarantee and improve the after-school service level,such as improving the after-school service implementation rules,enriching the after-school service teacher team,exploring multiple channels to raise funds,and expanding the implementation space resources.