近年来，人们对素质教育日益重视，家长的教育观念不断加强，对子女要求不断提高，中小学生参加课外补习的现象越来越常见，也愈来愈不容忽视。尤其是“双减”后，学科类补习难以实现，学科类辅导机构递减，素质类教育机构大量涌现。小学阶段参加课外兴趣类补习的现象达90%，而升入初中阶段之后，普遍的学生和家长们更为焦虑，他们面临着不同的选择。一方面，小学阶段结束后，初中阶段普遍面临应试环节，在应试压力持续增大的情况下，原本参加兴趣类补习的学生和家长担心继续参加兴趣类补习班是否会影响学生的学业成绩继而影响升学？另一方面，在当前素质教育蓬勃发展的形势下，过去应试教育已不能适应学生全面发展的要求，也不能跟上时代的步伐，不少学生和家长考虑参加一门或多门兴趣类补习来提升综合能力，同时，学生课业减少，时间空闲，很多家长为了不让学生浪费时间，选择给学生增报兴趣类补习，却犹豫增加兴趣类补习是否真的有效？

家长和学生们对于课外兴趣类补习班的选择感到迷茫和焦虑，原因在于对其影响的未知。因此本研究从以上两种视角出发，采用中国教育追踪调查项目（CEPS）的两期面板数据，运用描述性统计分析、独立样本T检验、回归分析、双重差分倾向得分匹配、三重差分等方法，探究“增加兴趣类补习”和“退出兴趣类补习”影响净效应。本研究得出以下结论：（1）参加兴趣类补习的学生群体占比不小，从七年级到八年级占比下降；（2）参加兴趣类补习的学生在多方面的表现更优且表现出异质性；（3）增加兴趣类补习能够显著提升数学学科的学业成绩、社会交往、学习毅力水平；（4）退出兴趣类补习显著降低认知能力各项成绩以及学习毅力和创新能力，学生的消极情绪也会更加明显。（5）增加兴趣类补习或者退出兴趣类补习的影响效应只在个别变量上出现显著异质性。

根据以上研究结论，本文提出以下三点建议：其一、学生和家长应合理做出兴趣类补习的取舍。客观辩证地审视兴趣类补习对学生各项能力的影响，充分考虑到学生自身的意愿和具体情况，明确教育动机，既不要随波逐流，也不要压抑兴趣，更不要因为升学的压力就果断舍弃兴趣类补习。其二、政府在提倡素质教育的同时应为素质教育的发展做好配套设施。鼓励学校、社区、课外辅导机构引入或发展具有高质量高水平的兴趣类课外班，同时加强监管，建立健全管理体制。其三、兴趣类补习机构要不断改善硬件，提升软件，提高兴趣类教师专业素质，不断丰富教学内容。

In recent years, people pay more and more attention to quality-oriented education, parents' education concept is constantly strengthened, and the requirement for children is constantly improved. The phenomenon of primary and middle school students attending after-school tutoring is more and more common, and can not be ignored. Especially after the implementation of the "double reduction" policy, subject tutoring is difficult to achieve, subject tutoring institutions decline, and quality education institutions emerge in large numbers. In primary school, up to 90 percent of students participate in extracurricular activities, but after entering junior high school, students and parents are more anxious, and they are faced with different choices. On the one hand, after the end of primary school, middle school is generally faced with exam-taking. Under the increasing pressure of exam-taking, students and their parents who originally participated in interest cram school worry whether continuing to participate in interest cram school will affect students' academic performance and thus affect their admission to school. On the other hand, under the current situation of the vigorous development of quality-oriented education, the exam-oriented education in the past can no longer meet the requirements of students' all-round development, nor can it keep up with the pace of The Times. Many students and their parents consider taking one or more interest classes to improve their comprehensive ability. At the same time, students have less homework and spare time. Choose to give students additional interest class tutoring, but hesitate to add interest class tutoring is really effective?

Parents and students feel confused and anxious about the choice of extracurricular classes because of the unknown impact. Therefore, from the above two perspectives, this study adopts the panel data of the two phases of the China Education Tracking Survey Project (CEPS) and the methods of descriptive statistical analysis, independent sample T-test, regression analysis, differential tendency score matching, triple difference, etc., to explore the net effect of "adding interest class tutorial" and "withdrawing interest class tutorial". In this study,the following conclusions can be made: (1) The proportion of students taking interest classes is not small, which decreases from grade 7 to grade 8; (2) The students who participate in the interest class have better performance in many aspects and show heterogeneity; (3) The addition of interest class tutoring can significantly improve the academic performance, social interaction and learning perseverance level of mathematics subject; (4) Withdrawal from the interest class will significantly reduce the performance of cognitive ability, learning perseverance and innovation ability, and students' negative emotions will be more obvious. (5) The effects of increasing or withdrawing interest tutoring only show significant heterogeneity on individual variables.

Based on the above research findings, this article presents three suggestions below: First, students and parents should make a reasonable choice of interest class tutoring. Objectively and dialectically examine the influence of interest tutoring on students' various abilities, take full account of students' own will and specific situations, and clarify the educational motivation. Neither follow the trend, nor suppress interest, nor decisively abandon interest tutoring because of the pressure of admission. Second, while promoting quality education, the government should make supporting facilities for the development of quality education. Schools, communities and after-school tutoring institutions should be encouraged to introduce or develop high-quality and high-level after-school classes for interest, while strengthening supervision and establishing a sound management system. Third, interest tutoring institutions should constantly improve the hardware, upgrade the software, improve the professional quality of interest teachers, and constantly enrich the teaching content.