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篇名 “双减”背景下教师课后服务设计:实践障碍与保障机制
並列篇名 Designing After-school Services for Teachers in the Context of “Double Reduction”: Practical Barriers and Guarantee Mechanisms
作者 张蓉菲(ZHANG Rong-fei) 、田良臣(TIAN Liang-chen)
中文摘要 随着国家“双减”政策的落地,开展学校课后服务作为促进学生全面成长的重要途径和增强教育服务能力的重要举措,成为许多家庭的共同诉求。文章以概念解读为切入口,分析“双减”背景下教师课后服务设计的基本逻辑、实践障碍与保障机制。研究发现,“双减”背景下教师课后服务设计的实践障碍涉及四个方面:一是教师课后服务权益与积极性难以保障;二是教师课后服务协作空间与设计方式亟待优化;三是教师课后服务自由度与秩序缺乏理性规约;四是教师课后服务质量受困于系统配置差异。据此,提出“双减”背景下教师课后服务设计的保障机制:一是完善面向用户本位的教师权益灵活补偿机制;二是顶层设计教师课后服务监管与协助责任体系;三是构建教师课后服务流程监测与持续改进机制;四是开发智能化跨校教师课后服务互助与共享平台。
英文摘要 With the implementation of the national “double reduction” policy, carrying out after-school service, as an important way to promote the all-round growth of students and an important measure to enhance the ability of providing better educational service, has become a common demand of many families. Taking the concept interpretation as the starting point, this paper analyzes the basic logic, practical obstacles and guarantee mechanism of teachers’ after-school service design under the background of “double reduction”. The study finds that the practical obstacles of teachers’ after-school service design under the background of “double reduction” involve four aspects. First, it is difficult to protect teachers’ after-school service rights and enthusiasm. Second, the cooperation mechanism and de- sign method of teachers’ after-school service need to be optimized. Third, teachers’ after-school service freedom and order are lack of regulations. Fourth, teachers’ after-school service quality is trapped in the difference of system con-figuration. Based on this, this paper puts forward the guarantee mechanism of teachers’ after-school service design under the background of “double reduction”. First, improvement of the user-oriented flexible compensation mechanism for teachers’ rights and interests is needed. Second, a top-level design of teachers’ after-school service supervision and assistance accountability system is required. Third, the construction of the mechanism which could monitor and continuously improve the process of teachers’ after-school service is also needed. Fourth, an intelligent platform which could provide mutual assistance and sharing for inter-school teacher should be established.
頁次 084-091
關鍵詞 双减 教师 课后服务设计 实践障碍 保障机制 double reduction teachers after-school service design barriers to practice safeguard mechanisms CSSCI
卷期 34:2
日期 202203
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心