體驗區
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| 篇名 |
北欧四国中小学课后服务的实践、特征及启示
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| 並列篇名 |
Experience of After-school Service in Primary and Secondary Schools in Four Nordic Countries
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| 作者 |
贾利帅(JIALi-shuai)
、刘童(LIU Tong)
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| 中文摘要 |
北欧地区课后服务的发展与欧洲提升就业率，促进经济发展，维护两性平等，协调家庭与工作，促进儿童身心发展需要的背景密切相关。北欧地区具有较为完善的课后服务体系，在一定程度上实现了供需平衡。课后服务以政府提供为主；课后服务设置了内容丰富的课程，旨在促进儿童的全面发展；配备了充足且优质的师资；服务费用由国家大力补贴；形成了政府主导，第三方参与的课后服务监管体系。北欧地区课后服务的活动内容、师资配备、收费制度和监管情况虽略有差异，但总体呈现出多元化的提供主体和提供方式；灵活且可负担的服务项目；健全的质量监督体制等共通的特征。为此，可以将北欧四国的课后服务作为反思平台，思考我国课后服务的走向。我国可加强政府为主导，多方共建的服务体制；注意服务对象向弱势群体倾斜；服务内容以学生全人发展为导向；打造专业化的课后服务教师队伍。
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| 英文摘要 |
The development of after-school services in the Nordic region is closely related to the background of increasing employment rates in Europe, maintaining gender equality, and coordinating family and work. The Nordic region has a relatively complete after-school service system, which has achieved a balance of supply and demand to a certain extent. Although different countries have different contents of after-school service activities, teachers’ allocation , charging system and supervision, it shows a wide range of providers and methods; flexible and afford able service items; prescriptive quality supervision measures and other common characteristics. For this reason, the after-school services in the four Nordic countries can be used as a platform for reflection the trend of after-school services in China. According to our country s conditions, the government-led and multi-party service system can be strengthened. Pay attention to the preference of service targets to disadvantaged groups. The service content is oriented to the whole-person development of students. Create a professional after-school service teacher team.
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| 頁次 |
103-112
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| 關鍵詞 |
课后服务
、北欧四国
、中小学
、经验启示
、after-school service
、Nordic countries
、primary and secondary schools
、experience
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| 卷期 |
18:4
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| 日期 |
202108
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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| DOI |
10.3969/j.issn.1005-2232.2021.04.011
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