中国电化教育

近年来,在双职工家庭的增加及教育减负呼声的双重叠加之下,"三点半之困"成为困扰学生及家长的教育难题,国内外实践经验表明课后服务是治理该难题的重要举措。已有研究对课后服务理论及实践有关问题进行论述,但仍缺乏针对学生满意度的调查分析。该文基于全国6省12市32县(区)的实地调查,对学生的课后服务满意度进行探究,结果发现:学生对课后服务满意度处于中等偏上水平,学生个体因素如是否独生子女、年级、健康水平能显著影响其满意度,学生家庭经济状况、父亲及自我教育期望、学校质量均能显著正向影响其满意度,主动参与的学生满意度更高。此外,课后服务满意度影响因素存在地域差异,东部地区"经济导向"明显,中部地区"成绩导向"为主,而西部地区"动机导向"更为显著;农村地区满意度多受"不可掌控"因素影响,而城市地区受"自我可控"因素影响更大。据此,该文提出健全课后服务机制、创新课后服务模式、定制课后服务内容、加强课后服务评估以及关爱相对弱势群体等建议。

Recently, under the double superposition of the increase of double working families and the voice of education burden reduction, “3:30 difficulties” has become an educational problem perplexing students and parents. Practical experience at home and abroad shows that after-school service is an important measure to solve this problem. There have been studies on the theory and practice of after-school service, but there is still a lack of students' satisfaction. Based on the field survey of 32 counties(districts) in 12 cities, 6 provinces, this paper explores the students' after-school service satisfaction. The results show that: the students' afterschool service satisfaction is at the upper middle level, Students' individual factors such as grade and health level can significantly affect their satisfaction. Students' family economic status, father and self-education expectation, and school quality can significantly positively affect their satisfaction, and students who actively participate in it have higher satisfaction. In addition, there are regional differences in the influencing factors of after-school service satisfaction. The “economic orientation” is obvious in the eastern region, the “achievement orientation” is mainly in the central region, and the “motivation orientation” is more obvious in the western region; Satisfaction in rural areas is mostly affected by “uncontrollable” factors, while in urban areas, it is more affected by “self controllable” factors. Accordingly, the paper puts forward some suggestions, such as improving the after-school service mechanism, innovating the after-school service mode, customizing the after-school service content, strengthening the after-school service evaluation, and caring for the relatively vulnerable groups.