课后服务政策是社会发展的产物，随着经济迅速发展，面对孩子三点半放学，无人接送的难题，课后服务应运而生。在2017年，教育部办公厅公布了中小学生课后服务工作的指导意见，为全国范围内相关政策的制定提供了强有力的支撑和参考依据。2021年，“双减”政策的出台，标志着课后服务进入了关键的发展期，学校回归教育主阵地。课后服务工作也成为了教育界和学校的一项重点工作。北京市H区作为首都教育高地，研究该地区课后服务政策执行，有助于进一步提升该地区课后服务质量，为其他地区起到示范推广的作用。作为一项新的教育政策，难免会遇到执行的困境，对课后服务政策的执行进行研究，尤其是对于年龄小有强烈需求的小学阶段的课后服务政策执行进行研究并提出对策建议很有必要。

本研究在对课后服务相关文献梳理的基础上，采用史密斯模型对北京市H区小学课后服务政策执行进行分析。采用调查问卷法和访谈法，对课后服务相关主体进行调研，运用史密斯模型中的理想化政策、执行主体、目标群体和执行环境四个因素为分析框架，对H区小学课后服务现状进行了调查，根据调查结果发现了H区课后服务存在若干问题，在政策内容方面，缺乏整体谋划与制度不健全；在执行主体方面，开设课程内容单一与执行动力不足；在目标群体方面，学生缺乏获得感与家长缺乏认同感；在执行环境方面，资源紧张与社会环境内卷；同时以上四个因素之间也存在不协同的问题。

针对H区小学课后服务执行现状和存在问题，运用史密斯模型对存在问题进行原因分析，基于此，本文从加强课后服务政策制度建设方面提出学校要课内课后课程一体化建设、健全课后服务监管制度与考核制度；落实执行主体责任方面提出丰富均衡课后服务内容、落实教师弹性工作制、通过激励奖励机制带动教师参与课后服务；加强对目标群体的观念引导方面要根据学段和学科特点设置课后服务课程、探索开展跨学科课程建设、建立家校沟通机制提升家长认同度；改进执行环境方面要多部门协同调配社会力量参与课后服务，制定招聘计划优化校内师资结构、健全课后服务经费来源机制、加大政策宣传营造正向的社会氛围；充分发挥政策执行四因素协同提升课后服务水平方面提出优化对策和改进建议。

The after-school service policy is a product of social development. With rapid economic growth, facing the challenge of children being left unsupervised after school at 3:30, after-school services have emerged. In 2017, the Ministry of Education issued guidelines for after-school services for primary and secondary school students, providing strong support and reference for the formulation of relevant policies nationwide. In 2021, the introduction of the 'double reduction' policy marked a critical development period for after-school services, with schools returning to the forefront of education. After-school services have also become a key focus for the education sector and schools. Studying the implementation of after-school service policies in District H of Beijing, as the capital's educational hub, can help further enhance the quality of after-school services in the area and serve as a model for other regions. As a new educational policy, challenges in implementation are inevitable. Therefore, studying the implementation of after-school service policies, especially for the primary school stage where there is a strong demand, and proposing countermeasures is essential.

Based on the literature review of after-school services, this study analyzed the implementation of after-school service policies in H district primary schools in Beijing using the Smith model. By employing survey questionnaires and interviews to investigate the relevant subjects of after-school services, the current situation of after-school services in H district primary schools was surveyed. The study identified several issues: lack of overall planning and incomplete systems in policy content; single course content and insufficient implementation motivation in terms of implementing subjects; lack of sense of acquisition for students and lack of recognition for parents in terms of target groups; resource constraints and inward social environment in terms of implementation environment; and lack of coordination among the four factors.

In view of the present situation and existing problems of after-school service implementation in H-district primary schools, this paper uses Smith model to analyze the causes of existing problems, and based on this, from the aspect of strengthening the policy and system construction of after-school service, this paper puts forward the integrated construction of in-school after-school course and perfect the supervision and examination system of after-school service In the implementation of the main responsibility, we should enrich the balanced content of after-school service, implement the flexible working system of teachers, and encourage teachers to participate in after-school service through the incentive mechanism In order to strengthen the concept guidance to the target group, we should set up after-school service courses, explore the cross-subject course construction and establish the home-school communication mechanism In the aspect of improving the implementation environment, we should coordinate social forces to participate in after-school services, make recruitment plan to optimize the structure of teachers, improve the funding mechanism of after-school services, increase policy publicity to create a positive social atmosphere; Give full play to the policy implementation of the four factors to enhance the level of after-school services to optimize the countermeasures and suggestions for improvement.