Implementation Status And Countermeasures Of After-school Services In Rural Primary Schools

The "3:30 pm problem" of primary school students leaving school too early and parents not leaving work has become a hot topic in education in recent years.In order to address the "3:30 pm challenge",the Ministry of Education issued the "Guiding Opinions on Doing a Good Job in after-school Services for Primary and Secondary Schools",which clearly stated that schools can become the main body for conducting after-school services in a reasonable and orderly manner after school in 2017.The after-school services on campus have been widely carried out in this context.However,the issue of imbalanced after-school services in urban and rural primary schools has become increasingly prominent in the specific implementation process.In urban primary schools with relatively superior after-school service resources,the forms of after-school services are diverse and effective,while in rural primary schools with relatively scarce after-school service resources,there are many difficulties and average results in the development and implementation of after-school services.Improving the quality of after-school services in rural primary schools is of great significance for urban-rural interregional education equity.Therefore,taking D rural primary school in Yancheng City as an example,based on humanistic theory,educational public service theory,and collaborative governance theory,questionnaire and interview methods are used as the main research methods,focusing on the system and measures,cognition and needs,teacher strength,content setting,form and methods of after-school services in rural primary schools A questionnaire survey was conducted on students and parents in terms of effectiveness and evaluation,in-depth interviews were conducted with school administrators,teachers,and students,and an in-depth investigation was conducted on the implementation status of after-school services in D rural primary school in Yancheng City.Research has found that there are many problems in the implementation of after-school service practices in D rural primary school in Yancheng City,such as vague design of after-school service systems,deviation in the understanding of after-school services among different groups,insufficient abundance of music,sports,and beauty teachers in club activities,imbalanced proportion of subjects,emphasis on academic guidance over interest cultivation,single arrangement of forms and methods,and lack of school supervision and evaluation mechanisms.Secondly,from multiple perspectives such as the government,schools,teachers,parents,and students,the reasons for the problems in after-school services in D rural primary schools in Yancheng City were analyzed.The main manifestations were the lack of targeted government policies towards rural reality,parents’ serious dependence on rural environmental cognitive biases,teachers’ insufficient awareness of after-school services,low execution ability,and weak cognitive ability of students.Environmental factors such as inadequate guidance were not in place The relative shortage of school resources overlooks the lack of sound supervision and evaluation mechanisms.Finally,in response to the problems and causes of after-school services in D rural primary schools in Yancheng City,drawing on the successful experience of domestic and foreign after-school services for primary school students,and combining with the actual situation of rural primary schools,it is proposed that the government should tailor top-level design to local conditions to ensure the necessary resources of rural primary schools,establish a collaborative education concept to correct cognitive biases among different groups,and organize a diversified teaching staff to establish a teacher resource pool Targeted strategies and suggestions such as exploring local resources and enriching service content to promote students’comprehensive development,diversifying service forms and teaching methods through multi-party cooperation,and establishing supervision and evaluation mechanisms are aimed at improving the quality of after-school services in rural primary schools and promoting education fairness between urban and rural areas.