An Analysis Of The Concept And Dimension Of After-school Service Quality In Rural Boarding Primary Schools

Because of Chinese education reform,the end time of compulsory education in primary and secondary schools per day is ahead of time.What the students should do after school has gradually become a common issue.In order to deal with these problems and provide guarantee for the implementation of after-school services of schools,in 2017 the Ministry of Education issued the Guidance on Doing a Good Job in After-school Services for Primary and Secondary School Students(for Trial Implementation).In 2021,the General Office of the CPC Central Committee and the General Office of the State Council issued the Opinions on Further Reducing the Burden of Homework and Out-of-school Training of Students in Compulsory Education,which pointed out that we should improve the level of after-school service.As the supplement of school education,after-school service has much realistic space in different countries.Primary school is the main stage of compulsory education.Taking rural boarding primary schools as the specific research object of after-school services,it is necessary for rural boarding primary schools to develop after-school services and need to cover after-school services.There are four specific points: 1.The focus of after-school service is the main composition of students;2.The places where lack of educational resources is the main field of after-school service;3.implement of after-school service by school has longer experience.In-depth exploration of experience would not only help to enrich the connotation of “after-school service quality”,but also provide a broader model for schools with the same conditions or other schools with slightly better conditions;4.In the new era,rural boarding primary schools should re-examine their after-school service.It is not only a future trend for schools to comprehensively deepen organizational management and educational services,but also an important measure to promote the physical and mental health development of rural boarding primary school students,to narrow the gap between urban and rural students’ after-school growth and to promote educational equity.First of all,this study can collect the real data of rural education and use the Rooted theory method.Through the combination of in-depth interviews and on-the-spot observation,focusing on the two major themes of "the experience and needs of after-school service in rural boarding primary schools" and "the construction of after-school service quality in rural boarding primary schools",the literature is collected from both static and dynamic aspects.Secondly,the collected interviews,observation records and memos are sorted out,and Nvivo12.0 plus qualitative research software is used for data concept extraction and three-level coding analysis.After combing and examining the categories continuously,deleting and integrating them,and then passing the test of theoretical saturation,33 sub-categories and 13 main categories are finally formed.Among them,3 core categories of after-school service quality in rural boarding primary schools are extracted: Input quality,process quality and output quality.It also points out the relationship between the main categories,and finds that the five core categories are connected and constructed with each other,belonging to the "architectural" generic relationship.Other categories around the core category,also restrict each other,belong to the "architectural" generic relationship.First,increase the flexibility of power interaction and include it in assessment;Second,take advantage of overall planning to increase the relevance of service content;Thirdly,emotion and expression run through the whole service link;Fourth,update the management concept,pay attention to the coordination and exploration of internal resources;Fifth,reflect the standardization of service implementation process;Sixth,mobilize service willingness and enhance the sense of acquisition of service construction.