摘要
国家实施课后服务政策旨在追求教育高质量发展,促进学生全面而有个性化的发展。乡村学校作为课后服务政策执行主体,在课后服务政策执行中存在替代式、残缺式与象征式执行偏差,导致课后服务在类型、课时、质量上呈现出“阴阳课表”问题。课后服务政策在执行过程被“解码”出现偏差,其原因在于工具理性支配下乡村教育者理念功利化,资源匮乏掣肘下乡村教育者消极性应对,制度设计不完备下乡村教育者利己性博弈。为此,需要从价值理性归位、资源供给赋能、完善制度设计等几个方面进行防偏、消偏与纠偏。
The purpose of the national after-school service policy is to pursue the high-quality development of education,thereby facilitating the comprehensive and individualized development of students.As the main body of after-school service policy implementation,rural schools have deviations in the implementation of afterschool service policy,such as substitution,incomplete and symbolic.This leads to the problem of“superficialpractical curriculum schedule”in the type,class period and quality of after-school services.The reason why the after-school service policy is“decoded”in the implementation process is that the rural educators'ideas are utilitarian under the control of instrumental rationality,the rural educators'negative response under the constraint of resource scarcity,and the rural educators'self-interest game under the incomplete system design.Therefore,it is necessary to prevent,eliminate and correct the deviations from the aspects of rational return of value,empowerment of resource supply,and improvement of system design.
作者
白雪
李广
王奥轩
Bai Xue;Li Guang;Wang Aoxuan
出处
《教育学术月刊》
CSSCI
北大核心
2022年第8期94-102,共9页
Education Research Monthly
基金
吉林省教育科学“十四五”规划2021年度重点课题“‘幼小初高大一体化’美育课程建构研究”(编号:ZD21146)。
关键词
课后服务
乡村学校
政策执行
after-school service
rural schools
policy implementation
