Research On The Evaluation Of After-School Sports Delay Service In Primary And Secondary Schools In Chengdu Under The "Double Reduction" Policy

On July 24,2021,the General Office of the CPC Central Committee and The General Office of the State Council jointly issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of students in compulsory education,which officially kicked off the "ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education".With the introduction of the "ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education" policy in Chengdu in September 2021,schools in Chengdu are also intensively carrying out after-school delay services.At the same time,after-school sports delay service as an important part of after-school delay service is also in a tense and orderly development.Since the after-school sports delay service of all schools is still in the early stage of exploration and development,it is inevitable that some problems will beexposed in the process of development,and the quality and results of after-school sports delay service are uneven.How to find the problems in the development of after-school sports delay service,evaluate its development quality and put forward a reasonable optimization path according to the actual problems and specific conditions is particularly important.In this paper,the original data of after-school sports delay service of primary and secondary schools in Chengdu were collected by means of data analysis and interview.Based on CIPP evaluation model and Delphi method,the expert questionnaire of after-school sports delay service evaluation of primary and secondary schools in Chengdu was established.According to thefeedback results of experts,the weights of evaluation indicators at all levels were calculated by AHP.To establish an evaluation system of after-schools ports delay service for primary and secondary schools in Chengdu.Then,four primary and secondary schools in Chengdu were selected as samples to collect data and test the operability,scientificity and rationality of the after-school sports delay service evaluation system through field observation and interview.To ensure that the established evaluation system can be implemented,after implementation can reflect problems and balance quality.After reasonably constructing the evaluation system of after-school sports delay service for primary and secondary schools in Chengdu,front-line research is carried out to test the specific effects of after-school sports delay service for primary and secondary schools in Chengdu in the early stage,and practical problems existing in after-school sports delay service for primary and secondary schools in Chengdu are explored deeply,and targeted solutions are proposed according to the problems.At the same time,it also has certain reference significance for the follow-up better development of after-school sports delay service.The study found:There are the following problems in the after-school sports delay service of primary and secondary schools in Chengdu: 1.Background evaluation-there is a lack of relevant documents to explain and standardize the relevant system;meanwhile,some schools do not fully implement the existing goals and systems and pay little attention to them.2.Input evaluation: Some schools have small and old venues,poor quality and quantity of equipment,some teachers are resistant to after-school sports delay service,and schools lack an open and transparent mechanism for using funds.3.In terms of process evaluation--the mechanism of some students’ choice of after-school sports delay service project is unreasonable,and some teachers’ curricula are rigid and lack pertinence in the service process.4.In terms of resulte valuation,there is no more flexible system to meet the needs of some parents,and some schools fail to form unique activity courses.Specific countermeasures and suggestions are as follows: 1.Background evaluation-improve rules and regulations,clarify goals,and strengthen supervision;2.2.Input evaluation-strengthen funding input,improve site facilities,and improve teachers’ security;3.Process evaluation-improve service ability,follow service principles and innovate service content;4.Result evaluation-adhere to people-oriented,comprehensive and coordinated development,and create characteristic projects.