The Investigation And Analysis Of Primary School Students' Disposal Of After-school Hours

With the development of quality education, especially with the adoption of"five-day workweek"system since May 1, 1995, as well as the practice of"burden reduction"in primary education, learning days for Chinese primary school students reduced to no more than 190 days, thus bringing them much more after-school time. This reduction, on one hand, provides conditions for students'comprehensive development of personality; while on the other hand, it may bring some negative effects if used improperly. This requires us give sufficient attention to students'disposal of after-school hours and their living conditions. However, due to the factors present, there comes many problems in Chinese primary school students'use of spare time after school, which can be generally classified into three categories:First, the deprived after-school hours. Considering the competition in study, teachers often ignore the needs of students after school, deprive students'free time. The after-school free time is no longer the time"arranged at their own will".Second, negative extra-curricular activities. In their after-school life, students mostly passively do what they are told to, lack creativity in their play, don't know what to do, and can not arrange after-school time effectively, believing that after-school time is the time for rest. Even worse, some primary school students even participate in vulgar negative activities like gambling, drinking, etc..Third, after-school hours arranged in adults'way. Adults sometimes disregard the special needs of primary school students and the characteristics of extra-curricular activities, ask the students engaged in the same activities with their own. We can imagine the consequences of these activities are disastrous. The denial of students'after-school time is a denial of their right, is ignoring the fact that each individual student as an independent existence, which inevitably led to their inadequate spiritual development. Students are often in a passive state, their creativity, imagination and sense of responsibility and initiative will be obstructed, which impedes physical and mental health of students, thus will lead to the formation of student moral indifference, passive, a"bystander"of moral life, resulting in a decline in moral standards. Adult-oriented after-school activities reflect the repression and exclusion of adult culture on children culture; leads to the trend of children-adult in students'development.With the available research material at home and abroad, based on the relative research on after-school time and life, the author sets up the analytical framework of this research and its content. In this paper, the research method adopted is questionnaire and survey. Due to various restrictions, the subject in this research are 193 students selected from Xinglong primary school in Suizhong County, Huludao City, Liaoning province in northeast China, and their respective parents. The main purpose of the study is to know the use of after-school time of primary school students and some of the dominant reasons why they do so. Therefore, the research findings can only reflect students'conditions in Xinglong primary school in Suizhong County, Huludao City. The main body of the paper is: to investigate the value the primary school students'of after-school hours; to discuss the problems and reasons of the primary school students'disposal of their after-school hours; to give recommendations to guide and help students make better use of their spare time after school.