This article is about 4800 words and is expected to take 8 minutes to read
summary
"Double Subtraction"
In the times, some teachers are prone to some problems when responding to the expectations of after-school service policies, such as narrowing the function of after-school services in cognition, obvious psychological resistance to after-school services in attitudes, and fatigue with after-school services in behavior.
In order to ensure the educational effect of after-school services, teachers should deeply understand the value pursuit of after-school services, face the challenges brought by after-school services with a positive and optimistic attitude, and take the initiative to coordinate the forces of all parties
, in the in-depth practice of after-school services to achieve a gorgeous turn.
The "after-school 3:30 service" can be traced back to the "Regulations on School Health Work" promulgated in 1990, and in response to the call for burden reduction, all localities have successively advanced the end time of primary schools to 3:30 pm. The mismatch between students' school hours and their parents' time off work has also become a real problem. In 2017, the General Office of the Ministry of Education issued the Guiding Opinions on Doing a Good Job in After-School Services for Primary and Secondary School Students, which is the first after-school service policy issued by the mainland, which indicates that primary and secondary schools play the main channel role in after-school services, and teachers should also take the initiative to assume the responsibility for after-school services. However, subject to various factors such as the region, school hardware conditions and service capabilities, some schools make up classes in disguise while carrying out after-school services, resulting in the alienation of the functions of after-school services and threatening the physical and mental development of students.
In July 2021, the General Office of the CPC Central Committee and the General Office of the State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in the Compulsory Education Stage, which is to rectify from the source, strengthen the role of school education as the main front, strive to improve the teaching quality, homework management and after-school service level of schools, reduce the needs of students to participate in off-campus training, and the "double reduction" policy makes the importance of school after-school services highlighted again, and the society is full of expectations for the practice of school after-school services.
In the practice of after-school services, "one place, one case" and "one school, one policy" have become major policies for schools in various regions to carry out their work, but teachers are the main body that directly interacts with after-school services. On the one hand, after-school services have entered the daily work of teachers, which is directly manifested in prolonging teachers' working hours and increasing teachers' workload; on the other hand, teachers, as the specific implementers of the final implementation of after-school service policies, have largely determined the final effect of after-school services and "double reduction". Therefore, paying attention to and solving the problems that teachers are prone to in after-school services will be of great benefit to the implementation of after-school services and the promotion of educational reform.
Since after-school services are still in the early stages of development in the mainland, the relevant supporting policies have not yet been perfected, the boundaries of rights and responsibilities have not yet been clarified, and the implementation actions are far from mature, some teachers are prone to the following problems in the practice of after-school services.
1. Cognitively, teachers narrow the function of after-school services
Considering that after-school services are to solve the difficulties and pain points of parents picking up and dropping off children and tutoring children, teachers tend to simply understand the value of after-school services as ensuring student safety and tutoring students' homework, while ignoring the educational function of after-school services. A study surveyed the understanding of different groups of students on the purpose and content of after-school services, and the results showed that teachers attached the most importance to "life care and safety management", with a positive selection percentage of 72.3%; followed by "homework tutoring and consolidation of classroom knowledge", with a positive selection percentage of 65.1%; and finally " cultivating interests and developing strengths", with a positive selection percentage of 41%. This study shows that some teachers have a vulgar understanding of after-school services, only seeing that after-school services reduce the burden on parents, ensure student safety, and consolidate students' studies, but ignore the importance of after-school services to cultivate students' all-round development, and do not realize that after-school services have a profound impact on teachers' professional development and the realization of social equity.
2. There is obvious psychological resistance of teachers to after-school services
Some teachers believe that undertaking after-school service work will prolong the time in school, the workload will increase, affecting the rest and preparation time, and the recognition of after-school service responsibility is low. Teachers only pay attention to the after-school service, which ostensibly requires the teacher group to invest more time and energy in the work, but ignores the positive significance of after-school services bringing growth opportunities to teachers at a deep level, so it is difficult to have an open and welcoming attitude towards after-school services.
3. Behavioral performance of teachers as tired of after-school services
Due to the lack of understanding and attitude of some teachers on after-school services, and forced by the pressure of school rules and regulations, some teachers often become passive recipients of after-school service policies, lacking the autonomy of work. It is conceivable that this part of the teachers only complete the task of caring for students when carrying out after-school services, and lack of thinking and understanding of whether the content of after-school services is diverse, and whether after-school services cultivate the comprehensive quality of students, so teachers present simple mechanical execution and coping behavior in practice.
As the foundation of school development and the soul of educational development, teachers should assume the important responsibility of after-school service practice, and strive to overcome their own shortcomings and achieve a gorgeous turnaround from the aspects of cognition, attitude and behavior.
1.Cognitively deeply understand the value pursuit of after-school services
After-school services provide a safe and reliable place for students after school, which really alleviates the stress and anxiety of office parents to pick up their children, reduces students' unorganized liberal activities, and ensures the safety of students. But the value of after-school services doesn't stop there.
(1) Promote the overall personality development of students
After-school services have the educational function of promoting the comprehensive and harmonious and personalized development of students. Carrying out high-quality after-school services enables students to return to campus from the tuition of mixed extracurricular training institutions, reduce the pressure of extracurricular tuition, enjoy professional and high-quality education in the school, and make it possible for students to develop comprehensively and healthily. After-school services provide a variety of interest activities for students to choose from, and the differences and characteristics of each student are noted and respected, which can promote the individual development of students.
(2) Enhance teachers' professional happiness
After-school services are a new way for teachers to enhance their professional well-being. Teachers' professional happiness is closely related to the teacher-student relationship and teaching effectiveness, and after-school services help to build a good teacher-student relationship and improve the teaching effectiveness of teachers. Under normal circumstances, most of the communication between teachers and students is limited to the interaction of subject knowledge as the carrier in the classroom and the feedback after homework correction, the understanding between each other is very limited, and even becomes "familiar strangers and after-school service creates another space for teachers and students to learn and activities together, teachers and students can carry out direct and wholehearted communication and interaction, teachers and students will find more shining points on each other, teachers can understand students more, students will prefer teachers, teacher-student relationship is more harmonious in after-school services." At the same time, when teachers see the performance of students' personality after class, they will also realize their positive impact on students, thereby improving their teaching effectiveness and professional happiness.
(3) Promote social equity
In addition, after-school services are a booster for narrowing the gap in student growth and promoting educational equity and social equity. Based on the survey data of 32 counties (districts) in 6 provinces (autonomous regions) in the eastern, central and western regions, some scholars have conducted empirical research on whether after-school services really guarantee educational equity. The results of the study show that after-school services do partially guarantee the fairness of the educational process, basically guarantee the fairness of educational results, and provide an empirical basis for expanding the scope of after-school services. As an important implementation body of after-school services, teachers should have a sense of the overall situation, have great love, provide students with inclusive and high-quality after-school services, strive to reduce and gradually eliminate the unfair phenomena of students in after-school education, reduce the probability of students adversely affecting future learning and development due to the lack of after-school education resources, and let every student have the opportunity to get the best development.
2. Face the challenges of after-school services with a positive and optimistic attitude
After teachers have a deep understanding of the value of after-school services, they will see the opportunities of the times brought by after-school services and have a greater sense of identification with after-school services, which motivates teachers to face the many challenges brought by after-school services.
(1) Face up to the direct impact of after-school services on teachers
After-school services increase teachers' working hours and tasks, while also testing teachers' time management skills and work advancement methods. In terms of time management, teachers need to do a good job of planning in advance, prioritize according to the urgency and importance of things, clarify work goals and grasp the focus of work, and will not fall into the misunderstanding of blindly doing things. After making a good plan, we must complete one thing and one thing by one, and improve the concentration of the work, which can greatly improve the efficiency of the work. In addition, teachers should "review" in time during the fragmented time of the day, reflect on their own work methods, summarize the lessons learned in the work, find improvement points in the use of time, and strive to do better next time. After-school services bring opportunities for teachers to manage their time, improve their work style and improve their work efficiency.
(2) Face up to the requirements of after-school services for teachers to develop students
After-school services require teachers to provide students with diversified and personalized content, teachers instead of focusing on the pressure of curriculum development, it is better to think about what kind of ability is required for curriculum development, actively learn the methods of curriculum development, and have the courage to try to develop courses to meet the individual needs of different students. After-school services provide impetus for teachers to practice the concept of lifelong learning, adhere to interdisciplinary learning, multi-channel learning, tap their own strengths and potential, and improve the ability of curriculum development.
After-school services expect teachers to promote the all-round development of students with new educational approaches, and when teachers face this expectation, they need to ensure that the after-school services they carry out are truly student-oriented and can have a positive effect on the growth of students. After-school services open up new avenues for teachers to implement effective teaching, collect evidence of student growth, and confirm the influence of teachers themselves.
(3) Face up to the challenges of teachers that involve multiple subjects in after-school services
The development of after-school services will involve students, parents, schools, society and other parties, teachers will naturally encounter various problems in negotiations, but what teachers need to think about is to make full use of their knowledge and ability, coordinate multiple forces to provide more support for after-school services, and solve problems in after-school services. After-school services provide opportunities for teachers to devote themselves to action research, optimize the practice of after-school services, and exercise teachers' cooperative ability and problem-solving ability.
In short, after-school services bring new practical opportunities and platforms for teachers to display their talents, providing fertile soil and powerful internal driving force for teachers' professional growth. Therefore, teachers should face the challenges brought by after-school services with a positive and optimistic attitude, look at the problems of after-school services from a diversified perspective, and improve their professional quality in flexibility and flexibility.
3. Take the initiative to coordinate the after-school service practice in behavior
After-school services provide an opportunity for teachers to exert their autonomy, and teachers should make full use of this opportunity to exert their own subjective initiative, innovate the way to carry out after-school services, and coordinate the forces of all parties, so that after-school services can truly play a role in the comprehensive and harmonious development of students.
(1) Use information technology to empower themselves
Teachers need to invest more time in after-school services, which requires teachers to improve their work efficiency. In addition to time management and task planning, teachers should be good at using information technology to liberate themselves from repetitive, complicated and inefficient work, reduce work burden, and improve work efficiency. In terms of homework, teachers in Jiangxi Province use the "Jiangxi Wisdom Homework" system to apply advanced technologies such as mature optical scanning recognition technology, structured knowledge graph, cloud question bank, artificial intelligence engine and big data analysis to students' daily paper homework, dynamically collect students' process data, and instantly generate each student's exclusive wrong question book and micro-lesson master class, which not only improves the learning effect of students, but also reduces the workload of teachers. In addition, teachers can use information technology to empower themselves in the production of courseware and the acquisition of teaching resources, so as to provide time guarantee for their participation in after-school services.
(2) Give full play to the potential of the teaching group
The development of after-school services needs to be carried out with a diversified curriculum as a carrier, and teachers should take the initiative to take responsibility for the development of the curriculum. Teachers should consider the needs of students, combine their own interests and strengths and surrounding resources, etc., under the guidance of curriculum principles, develop high-quality courses that meet the development needs of students. For example, the teachers of Hongqiao Primary School in Changsha High-tech Zone, Hunan Province, combined with the needs of students and their own strengths, opened a seal engraving class and a choir class, which enriched the after-school service content of the school and was welcomed by students. In addition, teachers can also cooperate between disciplines to lead students to carry out project-based learning during after-school service hours and promote the development of students' core literacy.
(3) Parent-school-community collaborative education
Teachers should mobilize the strength of parents in after-school services, strive for the support of the society, and carry out home-school-community cooperation in educating people. Parents are not only beneficiaries of after-school service policies, but also feedbackers and contributors to after-school services. The questions, opinions and suggestions raised by parents in the process of after-school services are all helpful for improving the quality of after-school services, and teachers should maintain communication with parents, understand parents' concerns and concerns, and consciously accept parental supervision. At the same time, teachers can guide parents in the class to become volunteers for after-school services and provide support for after-school services. For example, the teachers of Majie Primary School in Yangzhuang Town, Baofeng County, Pingdingshan City, Henan Province, invited parent volunteers to the school to guide students to learn Henan pendants hand in hand, and actively carried out quyi characteristic activities, and the school has initially formed a quyi characteristic school.
After all, the power of home and school is also limited, and the practice of after-school services is inseparable from the support of society. For example, teachers of Chengxi School of Luzhou Experimental Primary School in Sichuan Province invite famous teachers and coaches in the field of off-campus sports competition to provide small class professional guidance to students, cultivate and enhance students' sports interests and habits, and also promote the learning and interaction between teachers inside and outside the school, and promote the professional growth of teachers and students. In addition, during after-school service hours, teachers can lead students into social service institutions such as museums and children's palaces to achieve deep learning and all-round development of students in comprehensive practical activities.
This article is based on the second issue of China Teacher Magazine in 2022, which is the result of the project "Research on Reform Leadership Improvement and School Innovation of Beijing Xicheng District Education Science Research Institute and Beijing Normal University" (project number: SKHX2021059) commissioned by The Beijing Xicheng District Education Science Research Institute, and the general project of humanities and social science research of the Ministry of Education "The Creation of a Home School Community Caring Education Community under the Theory of Multiple Edification" (project number: 17YJA880066).
Author Affilications|1.Teacher Education Research Center of Beijing Normal University, Key Research Base of Humanities and Social Sciences in Ordinary Colleges and Universities, Ministry of Education; 2. Beijing No. 66 Middle School
WeChat editor | leaxyi
Supervisor: Ministry of Education of the People's Republic of China
Organizer: Beijing Normal University
Publisher: Beijing Normal University Publishing Group
Editor: Editorial Board of China Teacher
Submission email: [email protected]
Email subject: name + author affiliation + submission column + manuscript title
Domestic unified issue number: CN 11-4801/Z
ISSN 1672-2051
▌ Cooperative database