基于“活动”主角地位的“双减”课后服务路径探析  

The Path of After-school Service of Student-centered Activities in the Context of Double-reduction Policy

作　　者：袁德润[1] 李政涛[2] Yuan Derun;Li Zhengtao

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《教育学术月刊》2022年第5期58-63,共6页Education Research Monthly

基　　金：全国教育科学“十三五”规划2019年度国家一般课题“建国70年青少年校外教育的‘中国经验’与未来发展研究”(编号:BAA190230)。

摘　　要：课后服务中教师负担过重、活动与教学同质的老问题,在“双减”带来的学生数量激增的情况下又面临新挑战;在课后服务中开展与课堂教学在实践逻辑上异质的“活动”,以主题或任务定向的、学生全程参与、承担责任的活动代替“培训”导向的活动,是解决问题的可行之路。为此,课后服务要兼顾智力活动与体验性活动,完善以学生为主体的“活动-指导”模式,组建专业化、职业化和规模化的课后服务专业团队,政府、社会和家庭明晰权责边界,通力合作以共同营造良好的教育生态。“Double reduction”brought about a surge in the number of students in after-school service. New challenges are seen in the existing problems of the overburdenedness of teachers and the homogey of teaching and after-school activities. To solve the problems, it is feasible to replace“training-oriented”activities by theme/task-oriented, student-full-participating activities. Therefore, after-school services should balance students’ academic needs and experiential needs, improve the“activity-guidance”model, and set up specialized, professional,large-scale service teams. Clear boundaries should be set among the government, society and families, and the 3parties should work together to create a good educational ecology.

关 键 词：中小学校 双减 课后服务 课外活动 

分 类 号：G40-058[文化科学—教育学原理]