在义务教育“双减”政策背景下，学生“三点半放学难”的问题成为了许多家庭关注的焦点，给家长的工作和生活带来了挑战。课后服务可以较好地解决这一难题，于是课后服务成为近几年政府和教育行政部门着力解决的民生大事之一。国家层面出台小学课后服务的政策后，各市、区（县）响应国家政策要求，制定适合本地情况的小学课后服务政策，各小学结合政策开展适合本学校的课后服务。公立小学的课后服务属于公共服务范畴，由单一主体提供服务，存在竞争不充分、课程质量良莠不齐等问题。所以需要政府、学校、家庭、社会多元主体参与，形成管控治理系统、监督治理系统、协助治理系统的公立小学多元协同机制。

北京市海淀区是北京市的“教育高地”，教育资源较为丰富，且海淀区以百望山为界，划分为“山后”的乡镇校和“山前”的城市校，研究的资源类别较为多样。二者在课后服务实施过程中存在差异，将海淀区的公立小学课后服务的实施作为研究对象具有一定代表性。本研究以北京市海淀区为例，探讨了多元协同治理下海淀区小学课后服务实施现状以及实施过程中存在的问题，并提出一定的优化建议和对策。

本研究运用问卷调查法、访谈法和观察法等研究方法展开研究。对海淀区的小学一线教师进行了问卷调查，并对部分参与课后服务的孩子家长和未参与课后服务的孩子家长进行访谈。选取2所“山前”的城市校和2所“山后”乡镇校，对校领导和教师进行访谈，并对其课后服务实施现状进行观察。基于调研结果，本研究基于课后服务管控治理系统、监督治理系统、协助治理系统各系统，阐述了北京市海淀区小学课后服务多元协同治理的现状。接着，基于多元协同治理理论，分析北京市海淀区小学课后服务各主体在实施过程中存在的问题。问题包括：政策制度不完善、区域间存在差异、家长认识偏差、社会机构入驻难等。然后在诊断框架下，结合调研结果，对北京市海淀区多元协同治理实施中存在问题的原因进行分析，其中技术理性层面包括：协同动因、协同技能、交流沟通，制度理性层面包括：组织结构、协同法治和协同文化。最后，基于存在问题的原因分析，提出海淀区小学课后服务多元协同治理优化对策，应从优化动因机制、提升协同技能、加强沟通交流、优化协调组织、完善协同法治、培养协同文化予以完善。

Under the background of the "double reduction" policy in compulsory education, the problem of students having difficulty finishing school at 3:30 pm has become a focus of attention for many families, posing challenges to parents' work and life arrangements. After-school services can effectively solve this problem, so after-school services have become one of the major livelihood issues that the government and education administrative departments have been focusing on in recent years. After the introduction of policies on after-school services for primary schools at the national level, various cities and districts (counties) responded to national policy requirements and formulated after-school service policies suitable for local conditions. Primary schools combined these policies to carry out after-school services suitable for their own schools. The after-school services of public primary schools belong to the category of public services, which are provided by a single entity, and there are problems such as insufficient competition and uneven curriculum quality. Therefore, it is necessary for the government, schools, families, and society to participate in the formation of a multi-subject coordination mechanism for public primary schools that control and govern the system, supervise the governance system, and assist in the governance system.

With Baiwang Mountain as the boundary, Haidian District is divided into "township schools behind the mountain" and "urban schools in front of the mountain", and the types of resources studied are relatively diverse. Therefore, taking the implementation of after-school services in primary schools in Haidian District as the research object has certain representativeness. This article takes Haidian District, Beijing as an example to explore the present circumstances and challenges in executing after-school programs for elementary schools in Haidian District under the collaborative governance of multiple entities, and proposes certain optimization suggestions and countermeasures.

This study employs research methods such as questionnaire survey, interview, and observation to conduct research. A questionnaire survey was conducted on primary school frontline teachers in Haidian District, and interviews were conducted with parents of some children who participated in after-school services and parents of children who did not participate. Select 2 urban schools in front of the mountains and 2 township schools in the back of the mountains, conduct interviews with school leaders and teachers, and observe the current implementation status of their after-school services. Based on the research results, this study elaborates on the current situation of multi subject collaborative governance of after-school services in primary schools in Haidian District, Beijing, using various systems including after-school service control and governance system, supervision and governance system, and assistance governance system. Next, based on the theory of diversified collaborative governance, analyze the problems that exist in the implementation process of after-school services for primary schools in Haidian District, Beijing. The problems include incomplete policies and systems, regional differences, parental misconceptions, and difficulties in establishing social institutions. Then, within the diagnostic framework and based on the research results, the reasons for the problems in the implementation of multi subject collaborative governance in Haidian District, Beijing are analyzed. The technical rationality level includes collaborative motivation, collaborative skills, and communication, while the institutional rationality level includes organizational structure, collaborative rule of law, and collaborative culture. Finally, based on the analysis of the reasons for the existing problems, this paper proposes optimization strategies for the multi subject collaborative governance of after-school services in primary schools in Haidian District, which should be improved by optimizing the motivation mechanism, enhancing collaborative skills, strengthening communication and exchange, optimizing coordination and organization, improving collaborative rule of law, and cultivating collaborative culture.