introduction
In July, 2021, the general office of the Central Committee of the Communist Party of China and the general office of the State Council issued the opinions on further reducing students' homework burden and after-school training burden at the stage of compulsory education (hereinafter referred to as the "double reduction" policy), requiring that the total amount and duration of homework be significantly reduced, the governance of after-school training institutions be deepened, and parents' worries be relieved. The key is to let students learn well in school, and the fundamental strategy is to improve the quality of school education and teaching, To give full play to the role of school education as the main front, the key is to do a good job in three improvements, namely, improve the level of homework management, improve the level of after-school service quality, and improve the level of classroom management. In the autumn of 2021, all provinces, prefectures, cities (counties) successively issued policy documents according to the "double reduction" opinions. Education administrative departments at all levels actively organized and implemented them. Schools around the country gave full play to the role of the main position of education, focused on reducing the burden and improving the quality in schools, innovated work ideas, paid close attention to the three improvements, refined implementation measures, actively explored and practiced, and made a good start. After class service is becoming the best choice to effectively implement the "double reduction" policy. Improving the quality of after-school service is one of the important measures to implement the "double reduction" policy. Similarly, schools around the country have also carried out a lot of useful exploration and Practice on after-school services, and achieved certain results. However, due to the great differences in regional, urban and rural economic development in China, there is a problem of uneven distribution of educational resources. In particular, there is a big gap between rural schools and schools above the county level in carrying out after-school services. So how to improve the after-school service level of rural schools, take the construction of high-quality after-school service as a breakthrough to build a good educational ecology, and continuously enhance the people's sense of happiness and gain in education is a key topic that we urgently need to study.
1、 Shortcomings of after-school service in rural schools
1. restriction of educational concept
The implementation of the "double reduction" policy requires a unified and correct consensus among schools, families and society to form a joint force. According to the current survey, schools, families and society have not reached a correct consensus. Still believe that "the so-called after-school service is to extend students' school hours. Teachers uniformly take care of students' homework, and can get high scores in the exam. It is just to replace after-school make-up classes with in-school make-up classes, creating a substitute term for in-school make-up classes called 'after-school service'.". Many rural parents and even some schools also hold this view, and fail to promote the "double reduction" policy to a good policy of comprehensively implementing the party's educational policy, implementing the fundamental task of Building Morality and cultivating people, developing "five educations" at the same time, strengthening the role of school education as the main position, deepening the governance of out of school training institutions, alleviating social anxiety about education, building a good educational ecology, and cultivating students' all-round development.
2. restriction of uneven distribution of educational resources
Due to the long-standing differences in urban and rural development in China, there are also certain differences in urban and rural schools. Generally speaking, the scale of running schools above the county level is stronger, and township schools are weaker, resulting in the imbalance in the control of educational resources by schools. Most of the educational resources are used by schools above the county level, while the educational resources of rural schools are less and decreasing. For example, the number of student resources is small (some schools have only 3-4 students per class), and the teachers are not well equipped. The weak curriculum infrastructure of the school and the gap in hardware school running resources are the weaknesses of rural schools in carrying out after-school services.
3. constraints of rural family economic conditions
Due to the differences in economic development between urban and rural areas, rural families are currently in the transition period from rural to urban development. Comparatively speaking, the economic income of rural families is still low. Many rural families still have some difficulties in bearing the educational expenses of their children. After school service charges are a large economic burden for poor families, especially for left behind children, single parent children, disabled children and other special families, It will inevitably further increase their economic burden and increase their living pressure.
4. restriction of school leaders' subjective initiative
Due to the shortage of students and teachers in rural schools, the lack of sense of achievement in teacher education, individual school leaders' hope for school running development is not high, resulting in a subjective attitude of not trying to make progress, school running, etc. This kind of subjective not active and not seeking change also restricts the development of after-school service. School leaders do not make efforts subjectively, teachers' enthusiasm and creativity cannot be mobilized, internal resources cannot be tapped, external resources cannot be integrated, and the after-school service curriculum system cannot be established.
2、 Deal with five pairs of relationships in after-school service
1. handle the relationship between before and after class
Zhuyongxin pointed out in the article "handling well the five pairs of" double reduction "and promoting the high-quality development of basic education": "the so-called pre class and post class here refer to the school education before and after 3:30." [ 1 〕 before 3:30, the regular teaching activities of national courses, local courses and school-based courses were implemented. After 3:30 is what we call after-school service (in this article, before class refers to before 3:30, after class refers to after 3:30). At present, schools all over the country have different understanding of after-school service, so the after-school service projects are also different. For example, some schools arrange teachers to watch students finish their homework; Some schools arrange music, physical education, science, comprehensive practice and other characteristic elective courses on the basis of watching students finish their homework; There are also schools to check the lack of classroom knowledge and improve the training. For the time being, we will not comment on whether the curriculum arrangement is scientific and reasonable. What needs to be emphasized is that the party's educational policy should be implemented whether before or after class, in school or outside school. Pre class and after class are an organic whole, which should be planned as a whole and connected organically. We must not separate them and engage in "two skins".
2. handle the relationship between family and school
Although the "double reduction" opinion strengthens the main position role of school education, it also further emphasizes the need to improve the construction of home school coordination mechanism. First of all, schools should guide parents to establish a scientific concept of childcare, rationally determine the growth expectations of children, and strive to form a consensus on reducing the burden. Parents' wishes should be fully respected. Meanwhile, after-school service projects carried out by schools should not take any mandatory measures and should be understood and supported by parents. Parents have the right to know, participate and supervise the after-school service projects carried out by the school. They should keep close contact with parents, let parents participate in the construction of after-school service projects, and promote the community construction of home school collaborative education.
3. properly handle the relationship between schools and teachers
Schools are the main body to perform after-school services. After-school services should eventually be implemented on teachers. While increasing teachers' workload, it also brings new pressure to teachers and new problems to the management of rural schools. Especially when the "double reduction" policy has just been implemented and the construction of after-school service mechanism is not complete, on the one hand, after-school service has increased the costs of logistics management, on the other hand, due to the increased workload of teachers, corresponding subsidies are required. Close to the stipulated service fees, rural schools can not meet the actual needs of after-school services. The survey also found that due to the uneven source of students in urban and rural areas, there is a large gap between after-school service subsidies for county teachers and rural teachers, resulting in a new income gap between urban and rural teachers. After the normalization of after-school services is on the right track, teachers' time in school needs to be extended. The time that teachers undertake after-school services conflicts with the time of teachers' personal life roles. For example, female teachers who are breast-feeding need to feed their babies, teachers who live in the county also need to pick up their children from school, etc., which need to be straightened out by the education administration department. Schools should innovate management, so that teachers can actively participate in the construction of after-school services.
4. handle the relationship between courses and students
To evaluate the quality of after-school service courses, one of the important and key dimensions is to see how much students like it. The "double reduction" policy clearly points out that: "after class, students should be guided to complete their homework carefully, students with learning difficulties should be tutored and answered questions, students with spare capacity should be expanded their learning space, and colorful popular science, sports, art, labor, reading, interest groups and community activities should be carried out. It is not allowed to use after-school service time to teach new courses." This paper expounds that after-school service should pay attention to the construction of two types of courses. One is to pay attention to the construction of extension, consolidation and improvement courses, so as to achieve the organic connection and integration of pre class and after-school courses, so as to practically meet the learning and development needs of students, promote the consolidation of students' pre class knowledge, and further develop students' ability to comprehensively solve problems. The other is to allow the "reduced" time to add courses to cultivate students' comprehensive quality, and "five educations" to promote students' all-round development and improve students' comprehensive quality. Through scientific and reasonable curriculum setting and implementation, we can effectively solve the misunderstanding of the society on the "double reduction" policy.
5. handle the relationship between "decrease" and "increase"
The "double reduction" policy clearly emphasizes that the burden of on campus homework and off campus training should be reduced. Both on campus and off campus education need to be adjusted. Reducing the burden is only a means, path and indicator. "Reduction" is not an end in itself, but for "increase". Therefore, we must properly handle the relationship between how to "reduce" and how to "increase", that is to say, we must fully implement the party's educational policy, establish morality and cultivate people, build a high-quality education system, and make "double subtraction" on the premise that the goal of cultivating high-level talents remains unchanged, so as to reduce time and space, give full play to the role of school education as the main position, and comprehensively improve quality and efficiency, To provide educational services for teenagers to better achieve comprehensive and personalized development.
3、 Strategies for improving after-school service quality in rural schools
1. make addition in further improving the after-school service system
After class service is a service with social public attributes. Local education administrative departments have the decision-making power, supervision power, coordination power and guidance power for after-class service. They should do a good job in addition in further improving the after-class service system, effectively speed up the construction of the completeness of after-school service, effectively promote the comprehensive coverage of after-school service in rural areas, ensure the coverage of every school in rural areas, and reflect the fairness of education. We should effectively help rural schools solve the problems of after-school services, strictly perform the responsibility of supervising after-school services, ensure the quality of after-school services, and prevent schools from taking this opportunity to collect fees indiscriminately. Ensure that students enjoy good after-school services, and make the dividends of the "double reduction" policy benefit every family and every student.
2. add on the advantages of the original courses
In the construction of after-school service courses in rural schools, pre class extension, consolidation and improvement courses should be taken as the basic course project, so that pre class and after-school courses can be organically connected, integrated and effectively extended. On the basis of improving quality and efficiency, the school should give full play to its original disciplinary course construction advantages, add during class, add in organization and implementation, add in course activity management, add in summary and improve appropriately, Build a few and excellent characteristic service-oriented courses. For example, a rural school has certain basic advantages in writing, so we should base on the advantages of writing and build this course into a high-quality after-school service project. At the same time, we must avoid doing well what we can do well, and we still want to do what we can not do well. For example, it should be a good thing for every school to guide students to complete their homework. However, some schools fail to do it well. Students report that the nursing class is chaotic. It is better to do their homework at home. It can be seen that the construction of service-oriented courses should not be greedy, blindly pursue variety, want to have all kinds of courses, fail to teach all kinds of courses, and enter the misunderstanding of being too many but not precise. In terms of giving full play to the advantages of the school's original curriculum, the practice of "one school, one case" and "one school plus excellent disciplines" is very worthy of reference for rural schools.
3. add to the local education resources
The "double reduction" policy points out: "to expand after-school service channels, we should make full use of local educational resources, tap the advantages of local educational resources, and school leaders and teachers should actively play their subjective initiative." This requires that the school should add to the geographical resources, social resources, historical and cultural resources, rural industrial resources, and the advantages of collectivized school running... Deeply tap the advantages of educational resources in the hometown and enrich the after-school service curriculum system. For example, fangzheng County, where the author is located, contains rich educational resources. During the Anti Japanese War, the Northeast Anti Japanese united army launched a heroic, indomitable and arduous struggle with the Japanese army on the land of Fangzheng. The heroes used their lives to compose a patriotic Anthem of fearing the strong enemies of the Japanese aggressors and vowing to live or die together with white mountains and black waters. A large number of Anti Japanese United heroes fought and died here. Daluomi town of Fangzheng county is a memorial site for the heroes of the Anti Japanese League. It carries the spirit of the Anti Japanese League. It is necessary to make good use of this red resource, tell red stories, and develop patriotism education base courses. Huifa town of Fangzheng county is a well-known rice industry base in China, which can develop modern agricultural education courses or labor education courses of "idyllic rice flowers". The Education Bureau of Fangzheng county is divided into six collectivized schools, which can give play to the advantages of collectivized schools and share curriculum resources among schools. Tap the advantages of retired old teachers. Every year, a certain number of old teachers in towns and townships retire from their posts, including a large number of excellent teachers. They have rich education and teaching experience and look forward to giving full play to the waste heat. They can hire "back to work" to supplement the shortage of teachers. For example, the No. 4 middle school in Fangzheng forest area, fangzheng County, hired retired teachers as folk music teachers in the children's palace and established a folk music association in rural schools. Relying on the advantages of local resources, give full play to the role of public education resources, develop characteristic education courses, enrich the after-school service course system, and meet the diversified growth needs of students.
4. do a good job in adding up the advantages of resources in the school
Schools are the main body to undertake after-school services. Although rural schools have some shortcomings in carrying out after-school services, they also have certain potential advantages. If the potential advantages of running schools can be tapped out, they will become the advantages of the after-school service curriculum system. Digging up school resources is an important strategy for building the after-school service system. The school should not only do a good job in digging up the advantages of hardware resources in the school, but also do a good job in digging up the advantages of software resources. For example, in terms of hardware, the campus area of rural schools is relatively large. It is possible to build a plant ecological garden and set up a biological teaching practice garden on the campus. In terms of software, teachers' advantages of "one specialty and many abilities" should be deeply explored. For example, if a teacher is a Chinese teacher, but his singing is also very professional, and he has the ability to undertake the counselor of the school chorus community, he can be appointed as the head of the chorus. In addition, new teachers also have great potential to tap the advantages of educational resources. In fact, every school has a certain potential for running a school. It is necessary to work hard to deeply tap the advantages of resources in the school, do a good job in the addition operation of tapping the advantages of hardware and software in running a school, and give full play to the value of the potential advantages of these resources.
5. make addition in fine management
The quality of after-school service depends on the management of after-school service. After school service is a service that parents pay for students' education. The quality of after-school service is mainly based on the satisfaction of parents and the love of students. The implementation of fine management is a good strategy to improve the after-school service quality. We should add to the fine management, formulate relevant detail management regulations and implement them to each link and detail. For example, the school establishes a special class for after-school service leaders, establishes a working account, effectively supervises and manages the plan, time, number of people, content, form and implementation process of each after-school service, and keeps records to ensure that the process is clear and documented. Pay attention to the law of education, determine the service items, strictly implement the basic principles of after-school service, and strictly implement them, so as to ensure the quality of after-school service and satisfy parents.
6. add to the system construction and Implementation
After class service is a cause to promote the healthy growth of students. Schools should serve the growth of students wholeheartedly and do a good job in the construction and implementation of after-school service system. A complete student safety guarantee system, a student diet system, a student care system, a student transfer system, a leadership system, a teacher class system, a home school communication system, and a crisis response system should be established to provide institutional guarantee for students' study and life. Each system must be implemented in place, and cannot be in vain or neglected to ensure campus safety.
4、 New problems in after-school service in rural schools
1. lack of after-school service supervision system
As the "double reduction" policy has just been implemented, the construction of the regulatory mechanism system is not complete, and the normalized monitoring and management standards have not been established, some new problems have emerged. For example, against the wishes of parents, "one size fits all" is carried out, forcing students to passively accept after-school services, thus charging fees to increase school income. Some schools therefore have a new tendency of corruption. Some parents reported that the classroom management and quality of after-school service were not satisfactory.
2. simplification of after-school service courses
At present, the after-school service of most rural schools is to watch students finish their homework. Most of them adopt the teaching guidance method. There are few courses to cultivate students' comprehensive quality. Some schools have them on the curriculum, but they don't. The curriculum lacks diversity, and there is no multi measure to develop the content of service items, which can not meet the needs of students' personalized development.
3. increase the workload of teachers and the economic burden of students' families
After class service has significantly increased the workload of front-line teachers, extended working hours and increased pressure. After school service charge is an economic burden for some rural families, especially for poor families and special families.
4. increased the safety responsibility coefficient undertaken by the school
As long as students are in school, there are campus security problems. In addition, there are many commuting students in rural schools. There is a certain potential danger in driving home after class service in winter. Once a safety accident occurs, the school and teachers should bear the relevant joint and several liabilities.
epilogue
The implementation of the "double reduction" policy promotes China's educational reform to a deeper level, and it is also an important opportunity for school development. In particular, rural schools should firmly seize this opportunity, be brave in exploration and continuous innovation, and build after-school services into a brand project with students' satisfaction, teachers' comfort, parents' confidence, and social recognition from multiple perspectives.