小学双师课后服务模式的实践探索

Practical Exploration of After-school Service Mode of“Double-ability Teachers”in Primary Schools under Background of“Double Reduction”

双师课后服务即科任教师和助教相互配合,由助教为学生提供具有普惠性质的同步课后学习指导和针对性的课后学习服务。通过访谈调查发现,该模式在一定程度上促进各主体的发展,但存在学习资源体系不完善、主体间沟通反馈方式受限、分班标准不恰当等困境,因此,应进一步优化课后服务的内容和渠道,以完善双师课后服务模式。

In order to improve the quality of after-school service,expand after-school service channels,and provide more personalized and targeted after-school learning services,the school explores a new after-school service model——“double-ability teachers”after-school service,that is,the division teachers and teaching assistants cooperate with each other,and the teaching assistants provide students with inclusive and synchronous after-school learning guidance.Through interviews and surveys,it is found that this model promotes the development of each subject to a certain extent,but there are difficulties such as imperfect learning resource system,limited communication and feedback methods between subjects,and inappropriate classification standards.Therefore,in order to improve the after-school service model of“double-ability teachers”,the content and channel of after-school service should be further optimized.