章节

发达国家课后服务的管理模式、实施机制及其启示

摘要

我国“双减”大背景下的课后服务体制机制尚在探索完善中,亟须“他山之石”提供经验。通过对日本、韩国、美国、法国、英国、澳大利亚六个发达国家课后服务实践的系统梳理和比较发现,它们普遍遵循“中央—州—地方”的三级联动管理模式,却分别采用了三种不同的实施机制。其中,日韩以学校为主场所,美法以社区为主场所,英澳寻求学校与社区共担。对比三大模式的实施绩效发现,以社区为主场所具有特别优势,表现为学生社会化技能与身心健康水平的显著提高、社区资源的充分利用与社会力量的广泛参与。分析我国现状,短期内宜采取以学校为主场所的日韩模式,同时应充分挖掘社区与社会力量,鼓励英澳模式试点,支持美法模式并行。

作者

杨程越 ,浙江大学社会学系博士研究生,研究方向为教育社会学、经济社会学。
刘志军 ,浙江大学社会学系、浙江大学社会调查研究中心教授、博士生导师,研究方向为儿童问题、移民与流动人口。

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发达国家课后服务的管理模式、实施机制及其启示

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章节目录

  • 一 引言
  • 二 发达国家课后服务的三级联动管理模式
    1. (一)中央政府:统一立法,制度保障
    2. (二)州政府:申请考核,资金调配
    3. (三)地方学校或社区:落实服务,多方参与
  • 三 发达国家课后服务的三种合作机制
    1. (一)日韩:以学校为主场所,教师是服务主力
    2. (二)美法:以社区为主场所,多元主体共同参与
    3. (三)英澳:学校和社区兼重,鼓励多元活动服务
  • 四 发达国家课后服务实施效果评估
    1. (一)以学校和社区为主场所的共性积极效果
    2. (二)以社区为主场所的差异化成效
  • 五 借鉴与启示
    1. (一)以日韩模式为起点
    2. (二)鼓励英澳模式试点
    3. (三)支持美法模式并行

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