追寻课后服务中“育”的本质

Pursue the Essence of “Education” in After-School Services

摘要: 课后服务作为义务教育阶段重要的育人环节，承载着促进学生全面发展和实现教育公平的期待。然而，当前课后服务在实际运行中呈现“育”的本质缺失，育人功能被功利化、形式化的管理逻辑所边缘化。本文基于教育哲学视角，系统分析了课后服务中“育”本质丧失的深层原因，指出工具理性主导下的价值偏移、教师与家庭角色定位的模糊化、制度运行逻辑与教育文化氛围的双重困境，以及宏观社会结构性矛盾的投射，是导致育人功能弱化的复合性因素。针对这一困境，文章提出优化路径：一是更新教育理念，重申“育”为教育的核心价值追求；二是完善制度保障，构建多维度的育人评价与激励机制；三是创新课程建构，打造多元化且注重生命体验的育人课程体系；四是强化文化建构，营造尊重生命、促进师生共成长的良好氛围。

Abstract: As an important part of education in the compulsory education stage, after-school service carries the expectation of promoting the all-round development of students and realizing educational equity. However, the current after-school service is lacking in the essence of “education” in actual operation, and the educational function is marginalized by utilitarian and formal management logic. Based on the perspective of educational philosophy, this paper systematically analyzes the deep reasons for the loss of the essence of “education” in after-school services, and points out that the value deviation under the guidance of instrumental rationality, the ambiguity of the role positioning of teachers and families, the dual oppression of institutional operation logic and educational and cultural atmosphere, and the projection of macro-social structural contradictions are the complex factors that lead to the weakening of the educational function. In view of this dilemma, this paper proposes optimization paths: first, update the concept of education and reiterate that “education” is the core value of education; second, improve the institutional guarantee and build a multi-dimensional education evaluation and incentive mechanism; third, innovate the construction of the curriculum and create a diversified and life-oriented education curriculum system; fourth, strengthen cultural construction and create a good atmosphere that respects life and promotes the common growth of teachers and students.