Research On The Dilemma And Development Path Of After-School Physical Education Service In Haikou Primary Schools Under The ’Double Reduction’ Policy

In response to the Ministry of Education ’s guidance on ’ doing a good job in the after-school service of primary and secondary school students ’,the Haikou Municipal Government issued the ’ Implementation Opinions on the After-school Service of Primary and Secondary School Students in Haikou City ’.At present,the after-school service of primary schools in Haikou City is in an orderly manner,and the development of after-school service after physical education is becoming more and more prosperous.However,there are some problems in the specific implementation process,which affect the efficient development of after-school service after physical education.This paper combs the difficulties in the implementation process,puts forward the development path in combination with the actual situation of Haikou City,further implements the requirements put forward by the state and relevant departments,and improves the design and implementation of after-school service after physical education in primary schools in Haikou City.It is urgent to improve the service quality after physical education.This paper adopts the methods of literature,logical analysis,mathematical statistics,questionnaire and interview to investigate and analyze the cognition,supervision of competent units,school management,organizational form,teaching methods,teaching content,teachers and site equipment of after-school physical education service in primary schools in Haikou City,and draws the dilemma of after-school physical education service :1.Students ’ cognition is not enough,their willingness to participate is weak,and the concept of exam-oriented education is strong;most parents ’ cognitive deviation of after-school service is related to education and income;teachers do not know enough about after-school services and the 2022 edition of compulsory education physical education and health curriculum standards.2.The competent authorities lack training in the interpretation and implementation of relevant policy documents;at the same time,the division of responsibilities and rights is not clear,and there is a lack of supervision over the implementation of after-school services.3.School sports management on the physical education service publicity channels to consider the lack of;although a detailed activity plan has been formulated,there are insufficient implementation of the activity plan,inadequate implementation of teacher treatment,and insufficient incentives for teachers to participate in after-school services.4.The setting of after-school physical education service items in some schools cannot meet the diversified needs of students;the choice of teaching content is similar to the project content of the school physical education curriculum,and the content of other projects is relatively low.5.Physical education teachers have a large workload,less voluntary participation of teachers,and insufficient service energy after physical education;schools introduce off-campus organizations and individuals to participate in after-school services,but some policies are limited,and off-campus sports organizations or individuals are difficult to enter schools.6.The organizational form of most schools is divided by students ’ interests and hobbies.There are many students with the same interests and hobbies and the age distribution is uneven.The number of school venues,equipment and teachers is difficult to meet the needs,resulting in poor teaching effect;most teachers use traditional teaching methods,and innovative teaching methods are less used,which does not conform to the characteristics of students ’ age.7.School sports venues and equipment are insufficient and less up to standard,limiting the development of different projects;students have low satisfaction with the venue.Combined with the actual situation of Haikou primary school and the factors affecting its development,the development path is proposed :Improve relevant policies and regulations,standardize management mechanisms;strengthen publicity and improve participants ’ awareness of after-school service;student-oriented,multi-measures to meet the needs of student development;broaden the service capabilities of service leaders and ensure service quality standards;reasonable arrangement of incentive mechanism,arouse the enthusiasm of teachers;increase capital investment,refine after-school service guarantee;deepen the ’ standardization ’ of off-campus institutions ’ participation in services.