“双减”深化期课后服务师资供给的协同逻辑与行动策略  

The Collaborative Logic and Action Strategy of Teacher Supply for After-school Services during the Deepening Period of the“Double Reduction”Policy

作　　者：汪莉[1] Wang Li(Tianjin Academy of Educational Sciences,Tianjin,300191,China)

机构地区：[1]天津市教育科学研究院,天津300191

出　　处：《教育科学探索》2024年第6期27-34,共8页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：2021年度天津市教育科学规划青年一般课题“家校社协同视域下中小学课后服务支持体系与实践路径研究”(编号:EHE210288)的研究成果。

摘　　要：多元协同的课后服务师资供给,是“双减”深化期推进高质量课后服务的应然路径。本文基于SFCI模型论证课后服务师资供给协同治理的内涵,以课后服务师资供需不平衡和主体间资源依赖为逻辑起点,围绕主体间信息不对称、主体责权利关系不对应和主体分工不明确等,分析课后服务师资供给协同治理的实践阻滞,并以多元主体的价值共识、分工合作与协同赋能为逻辑进路阐释课后服务师资供给协同治理的推进策略。The supply of teachers for after-school services through multiple collaborative efforts is the logical path for promoting high-quality after-school services during the deepening period of the“double reduction”policy.Based on the SFCI model,this paper demonstrates the connotation of collaborative governance of after-school service teacher supply,taking the imbalance between supply and demand of after-school service teachers and resource dependence among subjects as the logical starting point.It analyzes the practical obstacles to collaborative governance of after-school service teacher supply,focusing on information asymmetry between subjects,non-correspondence between subject responsibilities and rights,and unclear division of labor among subjects.It also explains the promotion strategies for collaborative governance of after-school service teacher supply through the logical approach of value consensus among multiple subjects,division of labor and cooperation,and collaborative empowerment.

关 键 词：课后服务 师资供给 协同治理 “双减” 

分 类 号：G522.3[文化科学—教育学]