高质量乡村学校课后服务的公共性困境及突破  

The Public Dilemma and Breakthrough of High Quality After-School Service in Rural Schools

作　　者：黄一帆 周福盛[1] Yifan Huang;Fusheng Zhou(School of Education,Ningxia University,Yinchuan 750021)

机构地区：[1]宁夏大学教育学院,银川750021

出　　处：《教育与经济》2023年第2期60-69,共10页Education & Economy

基　　金：国家社会科学基金项目“新发展阶段西部乡村学校治理能力提升机制研究”(编号:22XSH025)。

摘　　要：实现高质量的课后服务,促进乡村教育公平,是“双减”政策推进过程中乡村学校面临的突出难题。高质量的乡村学校课后服务追求公平性的教育地位、平等性的实践参与、公益性的社会服务以及共享性的资源使用等教育公共属性,而目前乡村学校课后服务面临着公平地位的失缺、实质平等参与机会提供不均、公益服务力量支持有限、资源开发共享程度不足的公共性困境,需要从保障公平地位的支持条件、落实学生实质平等参与、拓展公益服务支持力量以及开发共享优质资源方面着手,寻求高质量乡村学校课后服务的公共性困境突破,实现乡村学校课后服务的高质量发展。Achieving high-quality after-school services and promoting educational equity is a prominent dilemma facing rural schools in the process of promoting the“double reduction”policy.High-quality after-school services in rural schools pursue the public attributes of fair educational status,equal practical participation,public service as well as shared use of resources.However,at present,after-school services in rural schools are facing the public dilemma of lack of fair status,uneven provision of substantive equal participation opportunities,limited support of public service forces,and insufficient resource development and sharing.For seeking a breakthrough in the public nature of high-quality rural school after-school services and for realizing the high-quality development of rural school after-school services,It is necessary to secure the conditions of support for equitable status,implement substantial and equal opportunities for students to participate,expand the power of public service support,and develop and share high-quality resources.

关 键 词：高质量发展 乡村学校 课后服务 教育公共性 

分 类 号：F08[经济管理—政治经济学] G40-054[文化科学—教育学原理]