Research On The Implementation Of After-school Service Policy In Primary Schools In S City Under The Background Of "Double Reduction"

The rapid development of social economy has led to the change of social employment structure,and women’s entry into the workplace has become a common social phenomenon,which causes students to have no one to pick up and take care of them after school.Many parents have to send their children to out-of-school trusteeship classes and training classes,which increases the burden of students’ schoolwork,affects students’ physical and mental development,and increases family education expenditure.Therefore,it is necessary to provide students with safe and convenient after-school services with various contents and forms,not only to improve their academic performance,but also to meet their various needs,leaving more time and space for students to cultivate their interests,improve their comprehensive quality and promote their comprehensive and healthy development.In October 2021,the Ministry of Education held a national "double reduction" promotion meeting,which called for the implementation of the double reduction policy requirements and substantive breakthroughs in key links such as after-school service guarantee.The policy of "double reduction" urgently calls for improving the level of after-school service,promoting students’ physical and mental development,and alleviating educational contradictions.This paper takes the "double reduction" policy as the research background,based on the theory of comprehensive development education and Smith’s policy implementation theory,consults the relevant after-school service policies at home and abroad,and distributes questionnaires and interviews to teachers and parents of five representative schools in Shijiazhuang.Through the analysis of the current situation of after-school service implementation in primary schools in Shijiazhuang,the following problems are found in the implementation process: the after-school service guarantee mechanism is not yet perfect,and there is a lack of relevant laws and regulations.The rights and interests of teachers are not guaranteed,and teachers lack enthusiasm;The participation of parents is not high,the initiative is insufficient,and the task of serving teachers is heavy.The supervision mechanism of after-school service is not perfect,the distribution of powers and responsibilities is not clear,and the quality of courses can not be monitored in real time.In view of the above problems,the following optimization paths are put forward: to create an environment conducive to the implementation of after-school services,to improve the laws and regulations of after-school services,and to guarantee service funds;Coordinating after-school service resources,optimizing the allocation of resources,and improving the after-school service system;Excavating the main body of after-school service,introducing out-of-school teachers,and building a multi-community of schools,families and society to alleviate the contradiction of insufficient teachers in schools;Deepening parents’ understanding and cognition,enhancing parents’ recognition and support,and home-school co-education;Establish dynamic supervision,key monitoring mechanism and timely evaluation of after-school service management to enhance the actual effectiveness of after-school service.