Abstract:

Under the background of “double reduction”,the school’s promotion of after-school services is facing a logical shift from providing public services to curriculum education, which is manifested in value shifts from custody care to holographic education, cognitive shifts from precise closure to fuzzy openness, and the practical shifts extends from supplementary to embedded symbiosis. According to Aristotle’s “Doctrine of the Four Causes”, after-school services move towards curriculum education, which can be understood as the material cause for “real people” to confirm their nature in social practice; as the formal cause, covering experience, society, knowledge and design; as the dynamic cause when the school education system initiates internal governance of excessive academic burden; and as the “purpose cause” for individuals realize forward growth in the generation and transformation of experience. Therefore,it is necessary to establish a concept adjustment system of“overlapping consensus—triple self-consistent”,build a curriculum supply system of“static resilience—dynamic resilience”and shape a school governance system with a triple embedded“organization—mechanism—culture”to coordinate the promotion of school after-class services towards curriculum education.

Key words: after-class services, curriculum construction, curriculum education, doctrine of the four causes