Study On The Home-School Cooperation In After-School Services For Primary Schools Under The Policy Of "Double Reduction"

Since the promulgation of the "double reduction" policy,after-school services have been widely carried out in primary and secondary schools across the country,which has also become a hot issue of widespread concern from all walks of life.As a livelihood project,after-school service is an important initiative to solve the problem of parental transportation,promote educational equity,promote the healthy growth of primary and secondary school students,and implement the fundamental goal of cultivating people’s moral character.After-school services are not only about taking care of students,but also about meeting their diverse needs and promoting their all-round development.As the main channel for the implementation of after-school services,primary and secondary schools should take the initiative to assume responsibility for after-school services.However,due to the limited conditions in schools,it is difficult to provide high-quality after-school services for students by relying on schools alone during the implementation process.Therefore,it is necessary to actively coordinate the educational resources of schools,families and communities to work together to provide good after-school services.The key to solving the current problems of teacher shortage,insufficient environmental facilities,and single content of after-school services is to integrate the educational resources of family,school and society and to form educational synergy.This paper took the "double reduction" policy as the background,and home-school cooperation in after-school service as the research theme,aiming to enhance the cooperation among home,school and society and improve the quality of after-school service from the new perspective of mutual synergy among family,school and society.By combing and analyzing the literature,policies and laws and regulations related to home-school cooperation and after-school services,and using overlapping influence threshold theory,collaborative governance theory and power change management theory as the theoretical basis,we successfully constructed an analytical framework of home-school cooperation in after-school services with five dimensions:cognitive attitude,mutual communication,volunteerism,community collaboration and participation in decision-making.It provides valuable reference for subsequent researchers.Taking eight primary schools in Z city of W province as the research subjects,we compiled the related questionnaire and designed an interview framework.Through the survey and interviews,it is found that the awareness of home-school cooperation in after-school services is weak;the effectiveness of home-school communication is poor;the inclusion rate of out-of-school programs is low;the utilization rate of out-of-school activity fields is insufficient and the management of parental participation in after-school services is lacking.Based on the above mentioned problems,this study combined interviews and panels to analyze the causes of the problems,with reference to the policies and laws and regulations related to home-school-society collaborative education and after-school services,proposed strategies to solve the problems of home-school cooperation in after-school services.These strategies include clarifying the value of after-school services and enhancing the awareness of home-school cooperation,enriching communication channels for after-school services,strengthening the introduction system of social resources,and improving the regulations related to parents’ participation in the whole after-school service.Overall,strengthening family-school cooperation in after-school services can,on the one hand,improve the quality and effectiveness of after-school services,and,on the other hand,help families,schools and society establish a closer synergistic relationship,promote the construction of a collaborative education system among families,schools and society,and facilitate the reform of the education system and the process of education modernization.