摘要
2017年3月,教育部办公厅发布《关于做好中小学生课后服务工作的指导意见》;2021年7月,教育部办公厅发布《关于支持探索开展暑期托管服务的通知》,两份文件中都有“服务”两个字,但是在实践环节,学校更多将其当作“任务”来完成,因此出现了学生“饿肚子”“不快乐”“兴趣爱好得不到施展”等问题,导致很多有托管需求的家庭,不得不放弃申请这项服务。只有理清学校在校内延伸托管期间的职责问题,化被动为主动,化“任务”为“服务”,并且主动与家长沟通才能提高校内延伸托管服务的质量,增强家长的满意度和社会的幸福感。
On March 2,2017,the General Office of the Ministry of Education issued the“Guidance on Doing a Good Job in After-school Services for Primary and Secondary School Students”,and on July 8,2021,the General Office of the Ministry of Education issued the“Notice on Supporting the Exploration and Development of Summer Custody Services”.Both documents contain the word“service”,but in practice,schools take it more as a“task”to complete,so there will be students who feel“hungry”,“unhappy”,and other problems,resulting in many families with childcare needs and giving up applying for this service.Only by clarifying the responsibilities of the school during the extended custody period,changing passiveness into initiative,“task”into“service”,and taking the initiative to communicate with parents can the quality of the extended custody service in the school be improved,and the satisfaction of parents and the happiness of the society be enhanced.
作者
巩银萍
GONG Yin-ping(School of Educational Science,Anhui Normal University,Wuhu,Anhui 241000,China)
出处
《教育教学论坛》
2022年第5期40-43,共4页
Education And Teaching Forum
关键词
暑期托管服务
课后服务
校内延伸托管
弹性离校
summer custodian service
after-school service
extension trusteeship in school
flexible schoolleaving
