Research On The Effect Of Special Governance Of Off-school Training Institutions In The Phase Of Compulsory Education

In recent years,out-of-school training institutions have emerged and flourished,which has met the individual learning needs of students to a certain extent,and promoted the diversified development of education.Therefore,the four ministries of the Ministry of Education,the Ministry of Civil Affairs,the Ministry of Human Resources and Social Security,and the State Administration for Industry and Commerce jointly issued the Notice of the Four Ministries of the General Office of the Ministry of Education on Effectively Reducing the Extracurricular Burden of Primary and Secondary School Students and Launching Special Governance Actions for Off-school Training Institutions,which put forward specific requirements for external training institutions in terms of teaching requirements,teacher management,and curriculum arrangements.However,the governance of off-campus training institutions is a difficult problem,and the education department often falls into the awkward situation of insufficient supervision.Based on this reality,this study focuses on the governance effects and possible influencing factors of governance,and clarifies the current situation of governance of off-campus training institutions,and analyze the influencing factors and governance dilemmas of the governance of off-campus training institutions through a combination of quantitative and qualitative research methods,and makes suggestions for improvement.This study selected primary and secondary schools in S city to conduct surveys with out-of-school training institutions,collecting 450 valid questionnaires,conducting 20 groups of interviews,and collecting relevant policy texts for special governance of off-campus training institutions.The questionnaire data was collated,and statistical tests such as variance analysis,t-test,and correlation analysis were performed.It is concluded that :(1)Students' participation in off-campus training is high,and the intensity of off-campus training is high.The training subjects are mainly mathematics and English;(2)The governance effect of off-campus training institutions is poor in terms of advanced learning;(3)Personal factors of students affect the governance effect: the better the student 's performance,the longer the time to participate in off-campus training,the stronger the motivation to improve the performance,the greater the need to participate in off-campus training,the higher the student 's satisfaction with the teacher of the off-campus training institution,the better the training effect,the lower the students' recognition of the policy content that should not be advanced and promoted,and the lower the value of governance effect;(4)Parental factors affect governance effects: the more investment in off-campus training costs,the more investment in consulting and enrolling in off-campus training,the higher the level of requirements and support for children to participate in off-campus training,and the lower the value of governance effects;(5)School factors influence governance effects: Students in public schools are more likely to learn ahead of time in off-campus training;The higher the teacher's support for students' off-campus training,the lower the value of governance effects;(6)Training agency affect governance effects: The more attention of off-campus training institutions is paid to students,the lower the value of governance effect.The better the reputation of the off-campus training institutions,the lower the value of governance effect.On the basis of quantitative analysis,this study combines interview materials and policy texts to conduct a triangular demonstration,and combines Maslow's hierarchy of needs theory in the field of psychology with game theory,prospect theory,and boost theory in the field of economics to analyze the reasons of of difficult governance.This study argues that teaching connection is poor,forcing students to learn ahead of time.This study holds that the game between students and students' dependence on training courses will cause conflicts between student needs and policy regulations,which reduces the value of governance effect;Parents ' limited rationality,herd mentality,and middle-class cognition have aggravated parents' educational anxiety,which fosters the trend of off-campus training;The quality of private schools is higher than that of public schools,prompting students in public schools to invest more in off-campus training to reduce the gap with students in private schools.Schools ' non-intervention towards students' off-campus training exacerbates the phenomenon of advance learning.Higher entry requirements prompt students to learn early.Training institutions are well aware of student needs,and the cooperation between training institutions and admissions schools will help advance learning.School teaching shortcomings have made off-campus training institutions because training institutions provide more personalized education.School teaching shortcomings have pushed teachers to secretly conduct paid extracurricular training.Governance of off-campus training institutions is in dilemma.One reason is that the vicious circle of off-campus training has been formed,and it is difficult to interrupt the vicious circle from training institutions.The other reason is that the policy is one-size-fits-all.The burden reduction policy has a negative effect,so the governance policy of off-campus training institutions does not work by “blocking”.Based on surveys and analysis,this study puts forward suggestions for improving the governance from both the school and administrative: It is recommended that schools reduce the number of classes and promote student-centered teaching reform and change the way students are evaluated in order to shift from exam-oriented education to quality education;It is suggested that schools introduce extra-school resources to carry out after-school hosting.It is recommended to increase education investment to improve the treatment of teachers;clarify the boundaries of teachers' work to return teachers to their jobs;abandon obedience and return to guidance to allow teachers to teach outside the school;When formulating policies,involve stakeholders to form a new pattern of multiple governance;mobilize social teaching resources and encourage institutions to carry out charity teaching activities.