课后服务执行框架构建研究--以三所小学课后服务执行过程的分析为例  

Constructive Study of After School Service Executive Framework:Analysis on Three Schools'After School Service Executive Process Models

作　　者：冯跃[1] 邢晓阳 FENG Yue;XING Xiao-yang(Sociology and Social Work Department,Capital Normal University,Beijing,100089,China)

机构地区：[1]首都师范大学社会学与社会工作系,北京100089

出　　处：《基础教育》2023年第1期22-30,共9页Journal of Schooling Studies

基　　金：北京市教委社科计划2019年度重点项目《京津冀地区流动儿童家庭外迁的整合模式》(项目编号:SZ201910028012)。

摘　　要：深入探索更好契合儿童成长需要,推动政策倡导落地与提升学校课后服务能力三者间的融合建构机制,逐渐成为当前“双减”政策背景下迫切需要给以精准回答的问题。本研究以对三所小学的实证研究,构建基于“政府主导、学校组织、学生参与与家庭支持”整合的课后服务甄别与分类引导机制框架,尝试回答多元共治意义上的儿童课后服务甄别与分类引导框架,有必要持续倡导推进“补救、发展与共治、协变”相融合的动态平衡机制探究。In order to further explore the integrative mechanism of after-primary school service to meet children􀆳s growth needs,promote policy execution and enhance service quality,it is becoming more necessary to investigate an accurate execution framework of after-school service.This article tries to record different types of three primary schools􀆳practice processes under the background of Double Reduction Policy,and explore the executive framework which is based on multi-governance integration of“government leading,school organization,students‘participation and family support”,thus promoting dynamic balance mechanism of“remedy,development,corporate governance and covariance”.

关 键 词：双减政策 协同育人 教育治理 

分 类 号：G459[文化科学—教育学]