教育科学 ›› 2025, Vol. 41 ›› Issue (5): 51-59.

• 基础教育研究 • 上一篇    下一篇

义务教育学校课后服务对学生社会情感能力的影响研究*

薛海平1, 韩一鸣2, 肖凤秋3   

  1. 1.首都师范大学 教育学院,北京 100048
    2.北京市丰台区少年宫,北京 100071
    3.中国儿童中心,北京 100035
  • 出版日期:2025-09-15 发布日期:2025-11-03
  • 通讯作者: 肖凤秋(1986-),女,河北保定人,中国儿童中心副研究员,主要从事儿童发展、校外教育等研究。
  • 作者简介:薛海平(1979-),男,湖北黄石人,首都师范大学教育学院教授,博士生导师,主要从事校外教育、校外培训、教育经济、教育政策等研究;
    韩一鸣(1997-),女,河北衡水人,北京市丰台区少年宫教研室教师,主要从事校外教育、课后服务、教育政策等研究。
  • 基金资助:
    *国家社会科学基金2022年度教育学重点项目“‘双减’政策落实的过程监测和成效评价研究”(AHA220020)

The Impact of After-School Service in Compulsory Education School on Students’ Social and Emotional Competence

Xue Haiping1, Han Yiming2, Xiao Fengqiu3   

  1. 1. College of Education,Capital Normal University,Beijing 100048,China
    2. Beijing Fengtai Children’s Palace,Beijing 100071,China
    3. The China National Children’s Center,Beijing 100035,China
  • Online:2025-09-15 Published:2025-11-03

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摘要：

当前我国义务教育学校课后服务基本实现全覆盖,但鲜有实证研究验证学生是否参与课后服务以及参与不同类型的课后服务对其社会情感能力的影响。本研究基于2023年面向全国的义务教育学校抽样调查数据,运用倾向得分匹配的方法,分析发现如下结果。第一,学生参与不同类型的课后服务对其社会情感能力存在差异化影响:兴趣活动类课后服务最有益于学生社会情感能力的全面发展;学科辅导答疑类课后服务有助于学生交往能力、协作能力的发展;托管自习类课后服务仅对学生交往能力有促进作用。第二,城市和农村学生参与课后服务对其社会情感能力影响存在异质性,城市学生从课后服务中受益更多。第三,家庭背景较差的学生更能从学校开展的各类课后服务中受益。建议完善课后服务质量评价机制,在课后服务中加强对学生社会情感能力发展的支持;大力发展兴趣活动类课后服务,在课后服务中融入科学教育、培养创新型人才。

关键词: 课后服务, 学生发展, 社会情感能力, “双减”政策

Abstract:

Although after-school service in China’s compulsory education schools has achieved near-universal coverage, few empirical studies have examined its impact on students’ social and emotional competence. Using 2023 national survey data and the propensity score matching method, this study finds:first,different types of after-school service have distinct effects. Interest-based activities most strongly promote students’ overall social and emotional competence;subject tutoring and Q&A services enhance communication and collaboration skills;while supervised self-study mainly improves communication skills;second,there is a heterogeneous impact of after-school service participation on students’ social and emotional competence between urban and rural areas,with urban students benefiting more from such services;third,students from disadvantaged families gain more from various school-based services. It’s suggested to improve the quality evaluation system of after-school service,strengthening support for students’social and emotional competence,and expanding interest-based programs that integrate science education and cultivate innovation,in line with the Double Reduction policy.

Key words: after-school service, student development, social and emotional competence, Double Reduction policy

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