| 摘要: |
| 课后服务发展经历萌芽期、发展期和规范期三个阶段，其价值定位也从最初的看护转为兼具看护、育人、减负等多重目标。在“双减”政策背景下，国家和人民对课后服务的实施与开展有了更高的期待，在达成看护、育人、减负等多重价值目标的前提下，课后服务最终应强调学生的个性化学习，应促使学生在课后服务时段也能达成个性化学习的目标。同时，课后服务作为学校正规课程结束后的教育服务，是一块亟待开垦的“试验田”，是实现学生个性化学习的重要实践场，两者融通发展将利于优化整体教育生态。 |
| 关键词: 基础教育 “双减”政策 课后服务 个性化学习 |
| DOI： |
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| 基金项目: |
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| On Value Trend of After-school Service |
| XU Dongping |
| (School of Education, Shanghai Normal University, Shanghai 200234) |
| Abstract: |
| After-school service in China has gone through three stages: the nascent stage, the development stage and the standardization stage. Its value orientation has also changed from care to multiple goals such as care, education and burden reduction. In the context of the “double reduction” policy, people have higher expectations for the implementation and development of after-school service. On the premise of achieving the multiple value goals of care, education and burden reduction, after-school service should ultimately help students achieve the goal of personalized learning. At the same time, after-school service, as an educational service after the regular school curriculum, is a much-needed “experimental field” and an important practice field to realize students’ personalized learning. The integration of the two will help optimize the overall educational ecology. |
| Key words: Basic education “Double reduction” policy After-school service Personalized learning |
