【摘要】：長期以來,我國小學生的課后看護、照顧與教育都屬于家庭職責的范疇。但隨著經(jīng)濟的發(fā)展、家庭的變遷以及家長觀念的轉變,小學生的課后看護和教育問題日益引起了全社會特別是廣大家長的憂慮和思考。尤其是隨著二胎政策的全面放開,小學生課后照顧問題將更加嚴峻,托管難題將更加凸顯。對課后托管的強烈訴求已經(jīng)不再是少數(shù)家庭的個別需求,而是萬千家庭的共同愿望。我國的小學生課后托管班起源于20世紀90年代初,經(jīng)過二十余年的發(fā)展,目前我國小學生課后托管服務的主要供給者依舊是市場運作的各類托管機構,這些機構以營利為目的,歸屬權混亂,缺乏監(jiān)管與規(guī)范,存在諸多安全隱患,教育質量良莠不齊,所以家長呼吁政府能夠擔起職責,支持、鼓勵學校作為主體承辦托管班,解決其后顧之憂;然而依托于政府財政支持的公立學校在校托管服務僅屬于地方政府的小范圍探索,缺乏明確的政策和資金支持,再加上學校的抵觸,學校課后托管處境尷尬;新興的公益性小學生托管服務又由于缺乏政府的制度安排、資金和師資的支持而動力不足。沒有形成規(guī)范成熟的小學生課后托管制度體系。這些情況與我國相關政策法律法規(guī)缺失以及小學生課后托管的性質、責任歸屬和實施方式等尚不明確直接相關。由于小學生課后托管屬于準公共產(chǎn)品,再加上托管社會公共需求的日益增加、政府職能的轉變以及社會力量的不斷壯大,小學生課后托管應當納入教育公共服務的范疇,政府的介入是必不可少的,并且在推動小學生課后托管的發(fā)展上起主導作用。政府不僅要負責安排小學生課后托管服務的生產(chǎn)和供給,還必須對托管服務的參與者給予支持、指導和監(jiān)管,在開展課后托管服務的過程中遵循公共性、公平性、基礎性、整體性以及因地制宜的原則,從宏觀層面為小學生課后托管提供良好的制度環(huán)境,從中觀層面建立規(guī)范有序的小學生課后托管運行體系,從微觀層面有重點地對各種類型的托管實施方式予以安排和指導,推動我國小學生課后托管的制度建設,從而保障小學生課后托管的良好有序發(fā)展。
[Abstract]:For a long time, after-school care, care and education of primary school students in our country belong to the category of family duties. However, with the development of economy, the change of family and the change of parents' concept, the problem of primary school students' after-school care and education has aroused the worry and thinking of the whole society, especially the parents. Especially with the opening of the policy of two-child, the problem of after-school care for primary school students will be more serious, and the problem of trusteeship will become more prominent. The strong demand for after-school trusteeship is no longer the individual needs of a few families, but the common aspiration of thousands of families. The after-school care classes of primary school students in our country originated in the early 1990s. After more than 20 years of development, the main providers of after-school trusteeship services for primary school students in China are still various types of trusteeship institutions operating in the market. These institutions aim at making profits. The ownership rights are confused, lack of supervision and regulation, there are many hidden dangers of safety, and the quality of education is intermingled, so parents appeal to the government to take up the responsibility, support, encourage schools as the main undertaking of the care classes, and solve their worries; However, the school trusteeship service which depends on the government financial support only belongs to the local government's small scope exploration, lacks the explicit policy and the fund support, plus the school resists, the school after-school trusteeship situation is awkward; The new public-welfare primary school care service is lack of motivation due to the lack of government institutional arrangements, funds and teachers' support. There is no formal and mature system of after-school trusteeship system for primary school students. These conditions are directly related to the lack of relevant policies, laws and regulations, the nature of primary school students' after-school trusteeship, the attribution of responsibility and the way of implementation. As primary school students' after-school trusteeship is a quasi-public product, coupled with the increasing public demand of the trusteeship society, the transformation of government functions and the continuous growth of social forces, the after-school trusteeship of primary school students should be included in the scope of public education services. Government intervention is essential and plays a leading role in the development of primary school-school trusteeship. The government should not only be responsible for arranging the production and supply of after-school care services for primary school students, but also must support, guide and supervise the participants in the after-school care services, and follow the publicity, fairness, and foundation in the process of carrying out after-school care services. According to the principles of integrity and local conditions, it provides a good institutional environment for primary school students' after-school trusteeship from the macro level, and establishes a standardized and orderly after-school trusteeship operation system from the meso-level. In order to promote the system construction of primary school students' after-school trusteeship in China, the author puts emphasis on the arrangement and guidance of various types of trusteeship from the micro level, so as to ensure the good and orderly development of primary school students' after-school trusteeship.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G629.2

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