学校“课后课程”建设的底层逻辑:动力结构与支持条件

The Bottom Logic of School “After-Class Curriculum” Construction:Dynamic Structure and Supporting Conditions

学校“课后课程”建设旨在以课程为载体推进课后服务在学校实施,其底层逻辑指向“课后课程”建设在学校场域何以可能与何以可为的核心问题。根据层次与向度的双重约束条件,学校“课后课程”建设是由外部宏观的战略决策力、外部微观的政策外驱力、内部宏观的教育内生力与内部微观的课程判断力共同作用的。学校“课后课程”建设遵循特定的实践尺度,以跨界与统整的建设思想为实践理念,以缺位与趋同的现实问题为实践起点,以扩充与内嵌的生态位育为实践旨向,以经验与空间的秩序重构为实践过程。在“双减”背景下,为发挥“课后课程”对课后服务的支撑作用,提升课程育人质量,需要优化“课后课程”立体交叠的系统结构,提升“课后课程”务本适切的特色质量,推进“课后课程”多方参与的协同治理,构建“课后课程”全息耦合的共生图景。

The construction of “after-class curriculum” in schools aims to promote the implementation of after-class services in schools by taking curriculum as the carrier. The bottom logic points to the core issue of how the construction of “after-class curriculum” is possible and what can be done in the school field. According to the dual constraints of levels and dimensions, the transformational power includes external macro-strategic decision-making power, external micro-policy driving force, internal macro-education endogenous power and internal micro-curriculum judgment power. The construction of “after-class curriculum” in schools follows a specific practice scale, takes the cross-border and integrated construction ideas as the concept, takes the lack and convergence of the curriculum as the starting point, takes the ecological adaption of expansion and integration as the purpose, and takes the order reconstruction of experience and space as the process. In the context of “double reduction”, in order to give full play to the supporting role of “after-class curriculum” on after-class services, it is necessary to optimize the three-dimensional and overlapping system structure of “after-class curriculum”, improve the quality of its basic and appropriate characteristics, promote its multi-participatory collaborative governance, and construct a symbiotic picture of its holographic coupling.