Implement "double reduction" and improve the quality of after-school services——

How does the after-school service of compulsory education school form a joint force with classroom teaching? How to implement the "double reduction" work requirements for after-school services? How does the school plan resources to do well in after-school service? Recently, Beijing held a meeting to improve the after-school service quality of compulsory education schools, and officially released the Guidelines for After school Service of Beijing Compulsory Education Schools (for trial implementation) to promote the construction of high-quality after-school sports personnel system in compulsory education schools. Since 2023, the Beijing Municipal Commission of Education and the Beijing Academy of Educational Sciences have carried out practical actions to improve after-school service quality. Beijing has innovated the working mechanism, formed each district into four regional collaborations, and refined and shared practical experience from "after-school service content design", "after-school service process management", "after-school service resource planning" and other aspects. In this issue, we specially invite representatives of the district schools to share their practical strategies to achieve multi-dimensional education, multi measures to improve quality and multi coordination around after-school services.

Rely on characteristic resources
Improve regional after-school service level

Fu Shuhua

Deputy Director of Tongzhou District Education Commission of Beijing Municipality

The basic governance model of after-school services is "government led, school dominated, and coordinated promotion". With the help of the Beijing Municipal Education Commission's support for Tongzhou District's plan to improve the quality of basic education, Tongzhou District's Education Commission has improved the level of regional after-school services from multiple dimensions such as mechanism construction, resource planning, and various guarantees, promoted high-quality and balanced development of education, and strengthened the role of schools as the main front for education. Tongzhou District combines the regional reality, excavates Tongzhou cultural resources, and constructs a curriculum system with Tongzhou characteristics.

Tongzhou is a thousand year old city with rich historical and cultural resources. Relying on the Grand Canal culture, Tongzhou District launched the "Canal Youth Travel" education project, developed the "Canal Plus" series of research courses, created characteristic brands such as Canal Turing and Canal Craftsman, and promoted Tongzhou characteristic courses to enter the campus.

As a sub center of the city, Tongzhou will be built into a millennium city. Educators in Tongzhou have been thinking about how to make the Millennium City development achievements of the sub center benefit teachers and students. For example, last year, the "three major buildings" in the sub center of the city were put into use. Tongzhou District developed and implemented the "Museum+" course, allowing students to enter the three major buildings to carry out thematic, interdisciplinary and comprehensive practical activities. For another example, Tongzhou District has developed the "Industry+" course in combination with the regional industrial layout, designed the town resources in Zhangjiawan to develop science and technology courses, developed art practice courses relying on Taihu Performance Town, and developed health courses based on Guoxian medical health resources. There are more than 1700 courses like this in the whole district.

Tongzhou is the bridgehead for the coordinated development of Beijing, Tianjin and Hebei. Therefore, the after-school service resources of Tongzhou District further radiate to the three northern counties of Langfang through online and offline exchanges, realizing cross regional sharing of resources.

Next, Tongzhou District Education Committee will further improve the management system, enrich the supply of resources, strengthen the integrated design of courses, constantly enhance the effectiveness and attractiveness of after-school services, meet the needs of student development, and promote the continuous improvement of education quality in accordance with the requirements of the Guidelines for After class Services of Beijing Compulsory Education Schools (Trial).

Enriching curriculum supply in mountain schools
Students can choose "buffet" after class

Yu Hailong

Principal of Jiuduhe Primary School, Huairou District, Beijing

As a genuine rural primary school, in order to break through many restrictions such as limited student activity space, weak teachers and lack of human resources, the school posted posters, hired local villagers to become the school's "rural education partner", established an information database of out of school education resources, and effectively linked rural ecological resources, cultural resources and industrial chain resources to maximize the restoration of students' real life. The school transformed the teachers' offices and warehouses that were occupied but not used into six workshops, such as Chuangmei and Tianyuan, which were connected with local industries and became practice bases, and developed student practice fields such as farms, zoos, amusement parks, etc.

The school has fully exploited its learning resources and created 36 learning spaces such as workshops, farms and zoos. In terms of curriculum design, the school takes after-school service courses as an extension and supplement of in class teaching. It not only attaches importance to the courses independently developed by teachers, but also constantly introduces high-quality curriculum resources outside the school. There are 31 teachers in the school to participate in after-school services, and 15 teachers outside the school are employed to jointly provide students with diversified courses.

The school's after-school service lasts for 2 hours, and adopts a flexible combination of long and short classes. The after-school service courses are rich in content, covering a variety of types such as academic subjects, workshops and associations, science and technology film and television, physical exercise, labor practice, project research, etc. The course type includes 36 modules, including robot programming, maker space, drama, hip-hop dance, printmaking, and filigree enamel, which will be updated and iterated every semester. Students can choose their own courses, realizing the cross grade class, one person, one schedule, and the participation rate reaches 100%.

For the education evaluation of after-school services, the school uses the "smart campus" platform to evaluate on a weekly basis. According to the school diagnosis report, the evaluation data of students' love for after-school service teachers, individualized attention and learning experience have reached more than 94%. In terms of the optimization of homework personality, the satisfaction scores of the third to sixth grades are more than 90%, which shows the richness, exploration and practicality of homework types.

Practice demand orientation
Optimize after-school service management

Liu Shitao

Secretary of the General Party Branch of Beijing Experimental School affiliated to China Conservatory of Music

In order to ensure the educational quality of the school and provide quality education for each student, the school optimizes time management after starting after-school service related work to provide more effective guarantee for teachers' life, teaching and professional development. The school adopts a flexible working system, combining the core time that teachers must arrive at school every day with the teachers' free choice of commuting time.

The basic operating methods of the flexible working system of teachers are as follows: first, in the first class, the head teachers and deputy head teachers can coordinate well, and teachers without hard tasks can postpone their working hours by one hour; Second, increase the bonus for saving time off; Third, implement the joint management responsibility system of the head teachers and deputy head teachers, the attendance responsibility system of the team leader, the review and approval system of the education office, and implement the "three combinations"; Fourth, follow the "necessary leave principle".

When carrying out the "flexible working system", the school should pay attention to avoiding "compensatory leave for the sake of compensatory leave", and ensure that the school does not take compensatory leave during the arranged teaching and research time and the meeting time of all teachers. At the same time, the school has made reasonable arrangements for two types of teaching and research activities for teachers: the first type is training for all teachers, which is fixed at 16:00 every Tuesday afternoon. For teachers who participate in after-school services, the school adopts the form of frequency recording to make up meetings; The second type is to participate in teaching and research in the form of class transfer, and the subject leader and grade leader coordinate the participation of team members, or in the morning, noon or afternoon, to avoid the time when individual teachers participate in after-school services, effectively ensuring the time of teachers' teaching and research activities in school.

The change brought about by the flexible working system of teachers is not a response to after-school service, but the adjustment and optimization of school governance mode driven by practical needs in the process of the new ecological construction of education integrated in class and after-school, which is also a new quality production relationship gradually formed to adapt to the new quality productivity of education.

Create a "connection advanced" resource chain
Promote overall education in class and after class

Chen Jinxiang

Principal of Tongzhou No. 1 Experimental Primary School Education Group of Beijing Academy of Educational Sciences

The school implements the characteristic experiment of "discovery education". In the integrated design of in class and after class, a map of "convergence advanced" in class and after class integrated education is formed; In the through training, the school designs the curriculum system of "discovery education" in an integrated way to form a curriculum education system with a tenon and mortise structure of foundation, expansion and development. At the same time, the school carries out systematic "curricular" design and management of reading and homework: on the one hand, on the basis of conforming to students' reading interests, cognitive characteristics, and reading laws, the school constructs three-dimensional reading courses, guides and encourages students to take questions and thinking, and carries out a series of reading activities such as letting books grow and drift in the "combination of reading and thinking", Take books as light, guide students to see the most beautiful classics in the world and all mankind, broaden their immediate vision, and cultivate a broad mind; On the other hand, the school takes students as the main body, carries out structured homework design and evaluation, establishes a timely feedback and hierarchical guidance mechanism, establishes a hierarchical guidance and student question answering mechanism, and answers homework questions, laying the foundation for "convergence advanced" education.

The after-school service curriculum reshapes the way of education, relying on the four integration paths of "integration of subject teaching and after-school management - integration of the same curriculum in different student segments - integration of different courses - integration of resources inside and outside the school", to develop and transform the abstract value of education in a "typed" way, in the "task driven - tool linkage - discipline interaction" The school provides students with a rich curriculum menu and task list. In the diversity of curriculum selection and curriculum implementation, it forms an after-school service ecological practice system of "one person, one curriculum" at the micro student subject level, "one class in a month" at the mesoscopic learning stage customization level, and "one growth" at the macro school integration level, In the post class "boiling" field of project-based experience and interesting inquiry, it provides a scientific and unique path for students' advanced training, cultivates students' interests and specialties, encourages students to explore and innovate, and realizes students' all-round development.

Text: Chang Yue Zhang Ying

Editor: Susan

Editor: Zhang Qiuying

Final judgment: Ranyang Hao Bin

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