Research on the Current Situation of After-School Services in A Primary School in Changsha

DOI: https://doi.org/10.62517/jmsd.202412234

Author(s)

Wen Yiting

Affiliation(s)

School of Primary Education, Changsha Normal University, Changsha, Hunan, China

Abstract

In 2017, the Ministry of Education issued the Guiding Opinions of the General Office of the Ministry of Education on Doing a Good Job in After-school Services in Primary and Secondary Schools, which standardizes after-school services, but there are still problems in the process of implementation. Through the investigation of rural primary schools, it is found that the school has problems such as insufficient funds, single curriculum content and form, and imperfect after-school service evaluation system, and the following suggestions are put forward for problems. Therefore, we need to gather all parties to support the after-school service fund, based on students' core competencies, build three types of courses: culture, technology, and labor, improve the inspection standards of after-school service courses, provide feedback to parents on student growth charts, and deepen mutual trust between families and schools. Rural primary schools should carry out after-school services with the aim of improving teaching quality and meeting the needs of parents, leveraging their strengths and avoiding weaknesses, leveraging their own advantages, communicating more with external resources, forming an educational synergy, and building after-school services with school characteristics.

Keywords

Rural Primary School Students; After-school Services; Primary School Students

References

[1] Qu Lu.sss Research on the path and mechanism of after-school service in Japan——A case study of the cooperation model of Niu Jiushi Society[J].Modern Distance Education,2019,No.182(02):64-70. [2] Pang W . A review of after-school childcare services in the UK [J]. Shanghai Education and Research,2008,(10):32.] [3] Kang Liying, Jia Li. A Comparative Analysis of Childcare Education in China and the United States [J]. Journal of Comparative Education Research,2011,(12):20.] [4] Sun Chuanyuan, Kan Xiao . Research and Enlightenment of Children's After-school Education Program in the United States [J]. Foreign Primary and Secondary Education,2012,(10):16-19.] [5] Sun Chuanyuan, Kan Xiao . Research and Enlightenment of Children's After-school Education Program in the United States [J]. Foreign Primary and Secondary Education,2012,(10):16-19.] [6] Kang Liying, Jia Li. A Comparative Analysis of Childcare Education in China and the United States [J]. Journal of Comparative Education Research,2011,(12):20.] [7] Guo Yiping . Enlightenment of After-school Care Education in the United States to China [J]. Journal of Nanyang Institute of Technology 2014,(7):97. [8] Pang W . A review of after-school childcare services in the UK [J]. Shanghai Education and Research,2008,(10):32.] [9] Li Dongmei . Japan: After-school Children's Classroom + After-School Children's Club [J]. Shanghai Education,2016,(4):45-48.