随着最近几年我国二胎机制的出台以及相关机制的不断完善，校外的托管机制也得到了一定程度上的热度提升。我国的课后托管前期多以校外机构为主，但因为现阶段市场竞争以及监督不良等众多元素的形成，现今校外课后托管依然还留存着卫生环境问题、教师资历问题以及与所在小区居民矛盾加深等问题。所以，针对于完善建设校内课后托管的呼声就越来越高，各学校也开始探索适合自己实际情况的模式，但由于缺乏经验和相关制度可以参考，开展过程中也遇到了各种问题。

本文以北京某公立小学为研究范围，从托管需求、实施情况、实施效果三个维度编制家长版与教师版两份问卷，通过文献研究、问卷调查等方式对北京某公立小学学生家长和教师进行了调查，初步了解该小学校内课后托管的实施现状；以该小学为例，对该小学校内课后托管服务进行了详细的调研，使用了调查问卷对学生家长以及学校教师进行了问卷采访，全方位的了解现阶段我国小学教学内课后托管的实施情况。希望根据该小学的具体情况，总结小学生校内课后托管目前的实践成果，加强其行业的业务水平，推动校内课后托管教育的发展进程，找到一个切合该小学实际的可持续发展的校内课后托管模式。

本文根据调查结果，总结了北京市某公立小学校内课后托管服务实现的优缺点进行分析研究。在概念上，提出应该完善的托管教育体系并进行加深，拓宽其课程的广度；在师资力量上应该在学校能够接受的范围之内做到最好，合理引入校外资源；在托管的认识上，加强家长和教师的理解；在教育质量上提高品质，建立弹性离校制度；在制度保障上应完善制度，建立长效机制。为完善对校园托管标准进行意见制定，并且应该促进小学生校外托管教育的快速良性发展。

In recent years, with the release of the comprehensive two child policy and the continuous introduction of the after-school load reduction policy， the after-school trusteeship has also developed rapidly. In the early stage of after-school trusteeship in our country， most of them are outside school institutions. However， due to improper market competition and poor supervision， there are still health and safety problems， teachers' qualification problems， and deepening conflicts with residents in the community. Therefore， there are more and more calls for the development of after-school trusteeship in schools， and schools have begun to explore a model suitable for their own actual situation. However， due to the lack of experience and relevant systems， there are also various problems in the process of development.

Based on the research scope of a public primary school in Beijing， this paper compiles two questionnaires from the dimensions of trusteeship demand， trusteeship time， and curriculum. Through literature research， questionnaire survey and other ways， this paper investigates the parents and teachers of students in a public primary school in Beijing， and preliminarily understands the implementation status of after-school trusteeship in the school. Taking the primary school as an example， this paper analyzes the after-school trusteeship in the primary school A survey was carried out on the trusteeship service， and a questionnaire was used to investigate the teachers and students' parents in the school， so as to fully In the early stage of after-school trusteeship in our country， most of them are outside school institutions.  in the primary school. According to the specific situation of the school， I hope to summarize the practical experience of after-school trusteeship of primary school students， improve the quality of after-school trusteeship， questionnaires from the dimensions of trusteeship demand， trusteeship time， and curriculum. to a higher quality， and find a sustainable after-school trusteeship mode suitable for the actual situation of the school.

        According to the survey results， this paper summarizes the success and shortcomings of the implementation of after-school trusteeship service in a public primary school in Beijing. questionnaires from the dimensions of trusteeship demand， trusteeship time， and curriculum. trusteeship in terms of content and form， expand the scope of curriculum； give priority to the school in terms of the arrangement of teachers， reasonably introduce resources outside the school； strengthen the understanding of parents and teachers in terms of trusteeship； improve the quality of education， establish a flexible school leaving system； improve the system and establish a long-term mechanism in terms of system guarantee. In order to provide a useful reference for the implementation of school trusteeship education， and at the same time to promote the quality and development of primary school trusteeship education.