Investigation And Countermeasure Research On Delayed After-School Service In Primary Schools Under The Background Of "Double Reduction"

After the release of the "double reduction" policy,schools have launched extended after-school services.Delaying after-school services is an important measure to build a high-quality education system and strengthen education positions.Delayed after-school services in China started relatively late and have less experience.The quality of delayed after-school services directly affects students’ physical and mental development.Different subjects hold different views on delayed after-school services.Therefore,the current situation and existing problems in the implementation of delayed after-school services have attracted great attention.In this context,this study refers to research on after-school services here and abroad,and takes parents and teachers of some urban primary schools of B City as the survey objects.Through questionnaires and interviews,it clears the recent situation of delayed after-school services in primary schools,investigates the questions in delayed after-school services,and gives suggest to solve the difficulty.Based on the analysis of the respondents,this study aims to understand the implementation status of delayed after-school services in terms of subjective cognition,teachers,costs,development time,organizational style,satisfaction,concerns,effectiveness,and expectations.The survey results show that delayed after-school services have reduced the burden of parents picking up and sending children and homework guidance,however,there are also some problems in the implementation process,primarily demonstrated in: the attitude of the main body of delayed after-school services is not positive,the allocation of delayed after-school service resources is not in place,the content and form of delayed after-school services are unitary,and teachers have heavy duties and low rewards.In response to these problems,the reasons are analyzed: cognitive bias in delayed after-school service subjects,lack of involvement in outside-school resources.,take no notice of students’ needs for comprehensive development,and inability to safeguard teachers’ rights and interests.On this basis,this research blends collaborative governance theory and student core literacy development theory to proffer amelioration strategies from the five aspects of government,schools,teachers,parents,and society,hoping to provide reference for the research on delayed after-school services in the context of "double reduction",and promote the high-quality and comprehensive development of delayed after-school services in primary schools.