学校课后服务走向课程育人:何以可能与如何可为  

School After-Class Service Towards Curriculum Education:How is it Possible and How Can it Be Done

作　　者：熊晴 朱德全[1] Xiong Qing;Zhu Dequan(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育科学》2024年第1期22-28,共7页Education Science

基　　金：2022年度教育部哲学社会科学研究重大课题攻关项目“新时代教育评价改革的实现路径研究”(项目编号:2022JZD046)。

摘　　要：“双减”背景下,学校推进课后服务面临从提供公共服务到课程育人的逻辑转向,表现为从托管看护到全息育人的价值转向,从精确封闭到模糊开放的认识转向,从补充延伸到嵌入共生的实践转向。以亚里士多德“四因说”为理论标尺,课后服务走向课程育人,可以被理解为“现实的人”在社会实践中确证自我本质的质料因,涵盖经验、社会、知识和设计的“1+N”课程统整的形式因,学校教育系统对过重学业负担启动内部治理的动力因,以及个体在经验的生成与改造中实现向前生长的目的因。因此,我们要通过建立“重叠共识—三重自洽”的理念调适系统,构建“静态韧性—动态韧性”的课程供给系统,形塑“组织—机制—文化”三重嵌入的学校治理系统,协同推进学校课后服务走向课程育人。Under the background of“double reduction”,the school's promotion of after-school services is facing a logical shift from providing public services to curriculum education,which is manifested in value shifts from custody care to holographic education,cognitive shifts from precise closure to fuzzy openness,and the practical shifts extends from supplementary to embedded symbiosis.According to Aristotle's“Doctrine of the Four Causes”,after-school services move towards curriculum education,which can be understood as the material cause for“real people”to confirm their nature in social practice;as the formal cause,covering experience,society,knowledge and design;as the dynamic cause when the school education system initiates internal governance of excessive academic burden;and as the“purpose cause”for individuals realize forward growth in the generation and transformation of experience.Therefore,it is necessary to establish a concept adjustment system of“overlapping consensus—triple self-consistent”,build a curriculum supply system of“static resilience—dynamic resilience”and shape a school governance system with a triple embedded“organization—mechanism—culture”to coordinate the promotion of school after-class services towards curriculum education.

关 键 词：课后服务 课程建设 课程育人 “四因说” 

分 类 号：G632.3[文化科学—教育学]