Strategies For After-school Homework Help In Elementary School After The "double Reduction" Policy

In order to solve the problem of the "three-and-a-half hour phenomenon",the General Office of the Ministry of Education formulated guidelines for after-school services in 2017,requiring primary and secondary schools to carry out after-school services.In July 2021,the General Office of the State Council issued the Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education(hereinafter referred to as "Opinions"),which requires afterschool services to be "upgraded in quality".From a practical point of view,homework help is the primary and fundamental task of after-school services.The study of strategies for after-school homework tutoring in elementary school is conducive to meeting students’ developmental needs,improving the level of after-school homework tutoring,effectively promoting the sound development of the after-school homework tutoring system,and advancing educational equity.The paper is divided into four parts in addition to the introduction and conclusion:The introductory part mainly describes the reason for choosing the topic of the paper,the purpose of the study,the significance of the study,the current situation of related research at home and abroad,and the research ideas and methods.The first part defines the concept and theoretical foundation,mainly defining the concepts of "double reduction" policy and "after-school homework tutoring",and briefly explaining the theories of educational equity,constructivism and stakeholders,The second part is the definition of "double reduction" policy and "after-school tutoring".In the second part,we investigate the current situation of after-school homework tutoring in elementary school R in S.Based on the theories,we use students,parents and teachers of elementary school R in S as the respondents,and combine questionnaires and interviews to investigate the after-school homework tutoring in elementary school R in S.In the third part,we investigate the current situation of after-school homework tutoring in elementary school R in S.In the third part,the problems and reasons of after-school homework tutoring in elementary school after the "double reduction" policy are presented.The school management is not standardized and lacks a scientific evaluation system.By analyzing the problems,we point out that the reasons are that schools and teachers do not pay enough attention to them;teachers’ professionalism is not enough and their ability needs to be improved;the number of tutors is not enough due to the single source of tutors;teachers’ workload is heavy and their willingness to participate is low.In the fourth part,we suggest strategies to optimize after-school homework counseling in elementary school after the "double reduction" policy,analyze the problems and causes of after-school homework counseling in schools,and further explore the optimization strategies based on the in-depth implementation of the "double reduction" policy.In this study,we further explore the strategies to optimize after-school homework tutoring based on the in-depth implementation of the policy goal of "double reduction",and to construct a strong structure for after-school homework tutoring in order to maximize the effectiveness of the policy: standardize the implementation rules to ensure the implementation of after-school homework tutoring;optimize the supervision system to ensure the implementation process is orderly and standardized;implement diversified evaluation to stimulate the vitality of after-school homework tutoring;insist on multiple measures to build a high-level teacher team;and smooth home and school contact to improve the home-school collaborative education mechanism.