教育与教学研究2025，Vol.39Issue(8)：89-101,13.
教师课后服务适应性的内涵、结构与提升路径
The Connotation,Structure,and Improvement Path of Teacher Adaptability in After-School Service
摘要
Abstract
Teacher is a major participant in after-school service,and teacher's adaptability level is particularly im-portant for improving the effectiveness of after-school service.Based on the requirement of the"double reduction"policy,with the value goal of promoting student's comprehensive development,this paper summarizes the research findings related to after-school service and teacher adaptability,and clarifies the concept of teacher adaptability in after-school service;and by drawing on the classification of teacher adaptability by domestic and foreign scholars,the structure system of teach-er adaptability in after-school service that covers cognition adaptation,emotion adaptation,will adaptation,and behavior adaptation is constructed.Combined with the current situation of teacher adaptability in after-school service,the corre-sponding improvement path is proposed:focus on precise training and refined guidance,and deepen teacher's reasonable understanding of after-school service;highlight humanistic care and effective guidance,and enhance teacher's positive emotion in after-school service;improve supply guarantee and incentive measures,and hone teacher's strong will in after-school service;strengthen reasonable evaluation and timely feedback,and promote the improvement of teacher's behavior in after-school service,so as to assist teacher in improving the quality and efficiency of after-school service work.关键词
"双减"政策/课后服务/适应性Key words
"double reduction"policy/after-school service/adaptability分类
社会科学引用本文复制引用
杜卿,吴立宝..教师课后服务适应性的内涵、结构与提升路径[J].教育与教学研究,2025,39(8):89-101,13.基金项目
全国教育科学"十四五"规划国家一般课题"'双减'背景下义务教育阶段作业设计研究"(编号:BHA220139). （编号:BHA220139）
