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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">JCER</journal-id><journal-title-group><journal-title>Journal of Contemporary Educational Research</journal-title></journal-title-group><issn>2208-8466</issn><eissn>2208-8474</eissn><publisher><publisher-name>Bio-Byword Scientific Publishing Pty. Ltd.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.26689/jcer.v5i11.2790</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>Demand and Value of After-School Service in Primary Schools Under the Background of “Double Reduction” Policy</title><url>https://artdesignp.com/journal/JCER/5/11/10.26689/jcer.v5i11.2790</url><author>ChengQiaohong</author><pub-date pub-type="publication-year"><year>2021</year></pub-date><volume>5</volume><issue>11</issue><history><date date-type="pub"><published-time>2021-11-30</published-time></date></history><abstract>After-school service is an effective arrangement of time and space for students after school hours. Its demand and value are under the strong advocacy and implementation of national policies to establish a “people-oriented” concept while focusing on students’ development and pursuing educational equity.</abstract><keywords/></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>2018, Investigation Report on Burden Reduction of Middle and Primary School Students in 2018. Sina Corporation. http://edu.sina.com.cn/I/2018-12-02/doc-ihmutuec5512040.shtmi</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B2" content-type="article"><label>2</label><element-citation publication-type="journal"><p>Ministry of Education, 2017, Guidance on Doing a Good Job in After-School Service for Primary and Middle School Students. Ministry of Education of the People’s Republic of China. http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201703/t20170304_298204.html</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B3" content-type="article"><label>3</label><element-citation publication-type="journal"><p>Li L, 2020, A Case Study on the Implementation of After-School Service Policy in Primary Schools. Qufu Normal University, (06): 48-68.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B4" content-type="article"><label>4</label><element-citation publication-type="journal"><p>Walter C, 2007, Quality Out-of-School Care in Aotearoa/New Zealand. New Directions for Youth Development, (06): 59-68.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B5" content-type="article"><label>5</label><element-citation publication-type="journal"><p>Zimmerman M, Eisman A, 2018, Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change. Health Education &amp; Behavior, (1): 20-31.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
