Implementation Status And Improvement Measures Of After-school Services In Urban Primary Schools

In recent years,many dual worker families in cities in China have faced the problem of picking up children at 3:30 pm,and the demand for after-school services has significantly increased.In March 2017,the Ministry of Education issued the "Guiding Opinions on Doing a Good Job in after-school Services for Primary and Secondary School Students",aiming to promote the development of after-school services and respond to the urgent needs of families.In 2021,with the introduction of the "double reduction" policy,S City,as a pilot city,launched after-school services earlier and accumulated a large amount of experience and typical cases,which has reference significance for improving the quality of after-school services in primary and secondary schools.This study is based on the theory of collaborative governance and takes the after-school services of urban primary schools in S city as the research object.Starting from the cognitive differences between teachers and parents,a questionnaire survey method is used to investigate the implementation status of after-school services in S city from three aspects: preparation,implementation,and effectiveness evaluation.Based on the analysis of cognitive differences between teachers and parents,existing problems are identified and improvement strategies are proposed.Through a survey of the implementation status of after-school services in urban primary schools in S city,it was found that most schools have established rules and regulations based on actual situations,with teachers mainly being in-service teachers and venues mainly in regular or specialized classrooms.They are divided into inclusive periods of 15:30-16:20 and personalized periods of 16:30-17:30.The fee standard is no more than 200 yuan per student per month,and the content is based on homework guidance,with quality and interest courses as the main focus;Satisfying the basic needs of parents,comprehensively promoting student development,enhancing teachers’ comprehensive quality and professional abilities,and achieving good cooperation between family,school,and society.There are still the following problems in the after-school services of urban primary schools in S city: firstly,there is a significant gap in the quality of after-school services between regions and schools,and the allocation of high-quality after-school service resources is not balanced enough.Secondly,after-school services are mainly provided by the school,and parents reflect that they are "outsiders".Thirdly,after-school services have increased the workload of some primary school teachers,and the incentive effect of salary subsidies is insufficient.Fourthly,there is a lack of reasonable planning for after-school services,and the content arrangement needs to be adjusted.Fifth,the quality standards and evaluation indicators for after-school services are not yet clear,which is not conducive to supervision,evaluation,and quality improvement.To improve the after-school services of urban primary schools,the following suggestions are proposed: firstly,implement the principle of fairness and strengthen the co construction and sharing among regional schools.Secondly,build a smart platform and deepen the degree of home school cooperation.Thirdly,multiple entities collaborate to coordinate the teaching staff of families,schools,and communities.Fourthly,comprehensive practical education should be carried out to promote the overall integration of in class and after class courses.Fifth,adhere to dynamic evaluation and innovate the supervision and assessment system for after-school services.