Investigation And Countermeasures On Status Of After-School Services In Rural Boarding Primary Schools Under The "Double Reduction"

In order to effectively alleviate the excessive academic burden of compulsory education students and promote their all-round development,China has implemented the "double reduction" policy measures.With the continuous deepening of this policy,the after-school service under the "double reduction" also has a deeper educational significance and social value on the basis of solving the students’ problems after school.In terms of its educational significance,after-school service,as an appropriate supplement to classroom teaching,firstly it plays the role of checking and filling gaps,then helps students to discover and understand themselves,promotes the development of students’ personality and all-round development,so that the concept of simultaneous development of five educations can be effectively implemented.In terms of its social significance,after-school service has brought renewed attention to the lack of educational resources and insufficient educational development in rural areas,and it plays a significant role in correcting the deflection of rural education concept,narrowing the difference between urban and rural areas,and promoting educational equity.At present,in economically underdeveloped areas,large numbers of people still choose to go out for work,and rural family students are still mainly left-behind children.Boarding schools are the first choice for such families.Rural boarding primary schools generally have a large demand for after-school services,which also bear more educational responsibility.However,the current policy mainly focuses on urban schools,while in the lack of guidance and resources,rural boarding primary schools have obvious difficulties in implementing after-school services.Therefore,it is necessary to carry out an in-depth investigation for rural boarding primary schools to explore a solution.This paper takes the Second Central Primary School in Y Town,Henan Province as the research object,and conducts in-depth research through questionnaire survey,field observation,face-to-face interview and other methods,it was conducted from the basic information,participation and reasons for participation,after-school service schedule,content and form,composition of teaching staff,funding structure,satisfaction of each subject and suggestions for after-school services.Found that there are many problems in the actual operation of the school,such as the lack of breadth and depth of after-school service content and forms,the purpose of student personality development education has not been really implemented;after-school service in the process of development is more arbitrary and there is a tendency to make up for the disguised remedial lessons,the activities are a mere formality;rural teachers affirm the importance of after-school services,but they can not activey and effectively participate in the after-school service activities.For this problem,according to Smith’s policy implementation process model,I start from four factors:ideal policy,policy implementation organization,target group and environment,the reasons are explored from the four levels of government,schools and teachers,students’ families and society.And it is concluded that the government not consider the actual situation of rural boarding schools,the policy formulation is lack of available hardware and software resources;the teachers in boarding schools have long working hours and heavy tasks,theirs’ rights and interests are not guaranteed;the rural family has poor education environment and lack of cooperative education concept and other problems.Based on the above analysis,this paper proposes that the government should take the lead to ensure the concretization and standardization of after-school services,and the school implements to ensure the professional and pragmatic of after-school services,parents help to promote the coordination and flexibility of after-school services,and social assistance to help the enrichment and improvement of after-school services.