The Institutionalized Characteristics and Generating Logic of After-school Service Mode in Primary Schools in Ethnic Areas:Case Study on the"Intangible Cultural Heritage Interest Class"of the Ethnic Primary School in City E
The institutionalization of after-school service mode in ethnic primary schools is related to the steady improvement of ethnic education governance and the high-quality development of basic education in China.Starting from the theoretical perspective of new institutionalism,this article tries to clarify the implementation mechanism of after-school service in ethnic primary schools under the"double reduction"background.Adopting the analysis framework of"formal rules-educational norms-ethnic culture-cognition",the article makes case study of after-school service of two ethnic primary schools in E city.The study shows that the commonness and mutual construction of the three institutional elements shape the specific organizational field of ethnic primary schools in ethnic regions,and constitute the action logic of the after-school service of ethnic primary schools,that is,the dual reduction policy determines its institutionalized regulatory boundary;the school field habitus gives it the institutional and binding expectation;the inheritance of intangible cultural heritage self-consciously provides a meaningful framework for its institutionalization,so as to promote the linkage and optimization of institutional elements and technological governance,and forming a more mature and sound self-motivated growth mechanism for ethnic primary schools,which thus promotes the comprehensive development of students,the modernization of school education governance and the release of localized educational resources,highlighting the unique institutional quality.
after-class servicedouble reduction policyethnic primary schoolinheritance of intangible cultural heritage
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