Research On The Implementation Of After-school Service Policies At The Grassroots Level ——A Case Study Of L Middle School

The implementation of the after-school service policy is not only related to families picking up students on time,students' growth and development,and the care and safety of students after school,but also an important livelihood undertaking that enhances educational service capabilities and enhances people's sense of achievement and happiness.Since the introduction of this policy is not long,the implementation of this policy is still in some exploratory stage,and there are not many contextual interpretations of its implementation.Therefore,it is of theoretical value and practical significance to examine the first-line practice of after-school service policies(or relatively disadvantaged social policies)from the perspective of schools' concrete implementation of after-school service policies.This paper takes L Middle School in Guizhou Province as a case,based on an overview of the evolution of after-school service policies,introduces the implementation of after-school service policy in L middle school,this paper expounds the effectiveness and existing problems of the implementation of the policy.It is found that the process of after-school Service Policy Implementation is essentially a process of policy learning cognition and policy re-making among school administrators,teachers and social workers And in the process of policy practice,certain results have been achieved: Student Training has been enriched,learning effectiveness has been improved,security more secure,schools at all levels to enhance the linkage;However,it is also affected by the insufficiency of resources and the weakness of the policy itself,which leads to the problems of limited resources,the deviation of target and the lack of supervision.Furthermore,we find that the effectiveness of policy implementation is closely related not only to policy resources,but also to the nature of the policy itselfThis paper holds that due to some weak characteristics of after-school service policy,it does not need and can not get a top-down high-level push-type implementation style,but can only be each school based on the policy cognition and own actual situation but according to the local conditions to implement.This way of social policy implementation enriches the types of action in a sense.