“双减”政策实施后中学课后服务开展效果的个案评估--以南昌市C学校为例

A Case on Evaluating the Effects of After-school Service After the Implementation of the"Double Reduction"Policy--Taking School C in Nanchang City as an Example

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摘要文章从目标达成度、行动逻辑正当性和主观满意度三个方面,评估南昌市C学校课后服务开展效果。在目标达成度方面,课后服务时间得到保证,内容和形式开始多样化,渠道以本校教师为主且有拓展,但存在资金、场地、设备和师资等困境,伴随着学校意愿不强、教师压力增大和能力不足等难题。在行动逻辑正当性方面,科层制的“手段-指标”型行动逻辑主导着课后服务的运行,遏制了政策倡导的协同治理价值的实现。在主观满意度方面,教育行政部门满意度较高,学生和家长次之,校长和教师较低。为此,需要加强对开展课后服务基础条件的支持,稳妥推进利益相关者参与课后服务治理,多措并举提升教师课后服务能力,厉行清单型和赋权型减负以减轻教师过重负担。 The effects of the after-school service in Nanchang C School were evaluated in three aspects:goal attain-ment,legitimacy of action logic,and subjective satisfaction.In tems of goal aainment,affer-school service time was guar-anteed,the content and forms became more diverse,and channels primarily relied on schoolteachers,with some expansion,but there were difficulties in funding,space,equipment,and teacher shortage,accompanied by difficulties such as schools'weak willingness,teachers'increased pressure,and insufficient capacity.In terms of the legitimacy of the action logic,the"means-indicator'type of action logic of bureaucracy dominates the operation of after-school service,restraining the real-ization of the collaborative governance values advocated by policies.In terms of subjective satisfaction,satisfaction levels are higher among educational administrative departments,followed by students and parents,and principals and teachers are lower.Therefore,it is necessary to strengthen the support for the basic conditions for the implementation of after-school service,steadily promote stakeholder participation in the governance of after-school service,take multiple measures to en-hance teachers'capacity to provide after-school service,and implement checklist-based and empowerment-based workload reduction strategies to alleviate teachers'heavy burdens.

作者王成军成昕岳 WANG Chengjun;CHENG Xinyue(School of Education,Jiangxi Normal University,Nanchang,Jiangxi,330022,China;Boya School in Gongqingcheng City,Jiujiang,Jiangxi,332020,China)

机构地区江西师范大学教育学院江西九江共青城博雅学校

出处《教育与教学研究》 2024年第11期105-115,共11页 Education and Teaching Research

基金江西省教育科学十四五"规划一般课题“促进深度学习的大学生学业评价体系改进研究”(编号:21YB019)。

关键词课后服务 “双减”政策政策实施效果评估 after-school services "Double Reduction"policy policy implementation effect evaluation

分类号 G639.2 [文化科学—教育学]

作者简介王成军,男,江西师范大学教育学院讲师,博士,硕士生导师。研究方向:教育基本理论;成昕岳,女,江西九江共青城博雅学校语文教师。研究方向:小学教育。