【作者】 王璐；

【导师】 于畅；

【作者基本信息】 沈阳师范大学 ， 教育经济与管理， 2024， 硕士

【摘要】 在“双减”政策的大背景下,课后服务的目标和定位发生了深刻变化,从原先简单的托管和作业辅导,转变为一种更加注重学生全面素质提升和个性化发展的教育服务。具体而言,课后服务不仅仅是为了填补家长下班与学生放学之间的时间真空,更是要打造成一种增强学生实践能力、培养兴趣特长、塑造健全人格的重要平台。教师不仅要设计和实施丰富的课后活动,还要结合学生的兴趣爱好和个体差异,提供有针对性的辅导和指导。教师还需要在课后服务中注重与家长的沟通与合作,共同参与学生的教育过程,形成家校共育的良好机制。学校也需要在政策指导下,优化资源配置,建立健全课后服务管理体系,为教师提供必要的培训和支持,确保课后服务的高质量和高效益,真正实现减轻学生课业负担、促进学生全面发展和健康成长的初衷。而现实的情况是,大多数的中小学在开展课后服务时很难做到多样化和个性化。为了提高课后服务的质量,也为了缓解“双减”政策给校外培训机构带来的压力,笔者把校外培训机构引入中小学课后服务中来。本研究遵循“应然-实然”的研究范式,按照“理论研究-实证研究-对策研究”的基本思路展开研究,主要运用了文献法、问卷法和访谈法来收集资料,并将收集到的相关文献、调查问卷和访谈数据进行系统的整理和分类。首先,从理论层面,构建了“校外培训机构参与中小学课后服务模式”;其次,根据收集的500份问卷和访谈记录来分析校外培训机构参与中小学课后服务的特点,并发现存在的问题与不足,根据现有的校外培训机构参与中小学课后服务模式,进一步扩大研究视野,扩展研究思路;最后,提出具有可操作性的校外培训机构参与中小学课后服务模式。更多还原

【Abstract】 Under the background of the "double reduction" policy,the goal and orientation of after-school services have undergone profound changes,from the original simple custody and homework guidance to an educational service that pays more attention to the overall quality improvement and personalized development of students.To be specific,after-school service is not only to fill the time vacuum between parents and students,but also to build an important platform to enhance students’ practical ability,cultivate interests and talents,and shape sound personality.Teachers should not only design and implement rich after-school activities,but also provide targeted guidance and guidance based on students’ interests and individual differences.Teachers also need to pay attention to communication and cooperation with parents in after-school services,and jointly participate in the education process of students,forming a good mechanism of home-school co-education.Schools also need to optimize the allocation of resources under the guidance of policies,establish a sound after-school service management system,provide necessary training and support for teachers,ensure the high quality and high efficiency of after-school services,and truly realize the original intention of reducing students’ academic burden and promoting students’ all-round development and healthy growth.However,the reality is that most primary and secondary schools are difficult to achieve diversification and personalization when carrying out after-school services.In order to improve the quality of after-school services,and to alleviate the pressure brought by the "double reduction" policy to extracurricular training institutions,the author introduces extracurricular training institutions into after-school services for primary and secondary schools.This study follows the research paradigm of "should-is",and carries out the research according to the basic idea of "theoretical research-empirical research-countermeasure research".The literature method,questionnaire method and interview method are mainly used to collect data,and the collected relevant literature,questionnaire and interview data are systematically sorted and classified.Firstly,from the theoretical level,the "after-school service model of the school training institutions participating in primary and secondary schools" is constructed;secondly,according to the collected 500 questionnaires and interview records to analyze the characteristics of the school training institutions participating in primary and secondary schools after-school service,and find the existing problems and deficiencies,according to the existing after-school service model of the school training institutions participating in primary and secondary schools,further expand the research vision and expand the research ideas;finally,put forward the operable after-school service model of the school training institutions participating in primary and secondary schools.更多还原