Under the “双减 – Double Reduction” policy, how does
Subject Training transform to Camp Education?
Originally published on WeChat, by author Xiaofang Camp Instructor on August 26, 2021
In recent times, due to the impact of the “double reduction” policy, I have received a lot of consultations from friends who used to do subject training, asking if they can transform to do camp education? Camp education, research travel, nature education, labor education, etc., are hot words in recent years. In the context of the Ministry of Education of China, they belong to “practical education”.
This national “double reduction” storm is mainly aimed at subject training, and comprehensive practical education belongs to non-subject training, which is the direction of quality education supported and encouraged by the state.
In the “Opinions on the implementation of Double Reduction” issued by the Shanghai Education Commission on the 24th, it was clearly pointed out that high-quality non-disciplinary training institutions can be appropriately introduced into schools to participate in after-school services, co-ordinate off-campus practical activities and courses, and encourage student research and practice.
Under such a situation, the transformation of subject training to camp education is a process of natural selection.
But how does discipline training transform to the direction of camp education?
From more than 5 years of experience as a camp education platform, I will talk about my personal views.
First of all, to establish correct psychological expectations,“camp education”cannot be regarded as a business only. From the point of view of making money, the profit margin of “camp education” may be far less than that of subject training.
From the point of view of some subject training now exposed, some parents swipe their cards to tens of thousands or hundreds of thousands, and camp education, research travel, etc. are typical “long-flowing” careers, not windfall industries.
But the psychological nourishment of “camp education” for practitioners is obvious. Why many practitioners have been in this industry for many years, in fact, they still highly agree with the value of this career from the heart.
Camp education is suitable for making a “small and beautiful” career. It is quite difficult to make a group and industrialized company, and even go public, especially after the “double reduction”.
Because compared with subject training, the service chain of “camp education” is long, it is more difficult to standardize and replicate, and the requirements for management personnel are higher, and there are great challenges in cross-regional management.
But in fact, if you think about it, today’s “double reduction” policy is introduced, and the starting point of the country is to let education de-industrialize and capitalize, and let education return to its essence.
To make a “small and beautiful” career, carefully polish products, and serve parents and children with heart, the state encourages and supports them.
On the contrary, the state is resolutely opposed, and the “double reduction” means of action are undoubtedly a response and counter to the educational capitalization that has advanced by leaps and bounds in the past few years.
Secondly, it is necessary to understand the characteristics of camp education and prepare professionally.
The core of “camp education” is experiential learning, allowing children to explore themselves in the camp, outdoors and in the natural environment, through experiential practical activities, allowing children to establish a deep connection with nature, others and society.
As can be seen from the content of camp education, practical education such as camp education is indeed the most lacking for children now, and it is also the weakest link in current education.
Traditional subject training is mainly carried out in a closed space. Teachers explain and students brush questions. The process is relatively simple and the risk is controllable.
The camp education is generally carried out in an outdoor and natural environment. The mobility of study tours and research determines that the management team of practical education needs to attach great importance to the management of the entire process and the control of safety risks.
The teaching method of camp education is also different from the traditional subject training. It is more about allowing children to learn in the experience, and then summarize and reflect. The teacher’s teaching method has undergone a fundamental change.
Therefore, the transformation from subject training to camp education requires teachers to change the path of teaching habits, actively learn experiential teaching methods, and learn to achieve teaching goals through activities and games.
We also need to see that institutions that originally did discipline training also have advantages in entering the field of camp education.
These teachers generally have deep accumulation in the field of curriculum research and development, and know how to mobilize the enthusiasm of students; moreover, the teachers have a good knowledge background and have good learning ability; the institution has a certain student source and customer base. They enter the camp education industry, which is described in a popular word: “dimension reduction competition”.
Therefore, subject training institutions enter the fields of practical education such as research, camp education, and labor education. If they can dive down, combine subject background with practical education methods, and truly develop courses that benefit children, it is very popular for the government and parents.
Subject training and camp education should reduce expectations of economic benefits, uphold the initial heart of education, prepare for a long-term career, and painstakingly develop camp products that children love and benefit from, becoming a “beneficial supplement” to school education!
“双减”政策下，学科类培训如何向营地教育转型？
最近这段时间，由于受“双减”政策影响，我收到了不少原来做学科类培训朋友的咨询，询问是否可以转型做营地教育？ 营地教育、研学旅行、自然教育、劳动教育等，是最近几年比较热的词，在国家教育部的语境中，它们同属于“实践教育”。
这次国家的“双减”风暴主要针对学科类培训，而综合实践教育属于非学科类培训，是国家支持和鼓励的素质教育方向。
上海市教委24日发布的《关于“双减”的实施意见》中，明确指出可适当引进优质非学科培训机构进校参与课后服务，统筹校外实践活动课程，鼓励开展学生研学实践。
在这样的形势下，学科类培训向营地教育转型，就是一个自然选择的过程。
但学科类培训如何向营地教育方向转型？
从做营地教育平台5年多的经验，我谈谈个人的看法。
首先，要树立正确的心理预期，不能仅仅把“营地教育”看作是一门生意，从赚钱的角度讲，“营地教育”的利润率可能远远比不上学科类培训。
从现在曝光的一些学科类培训来看，有的家长刷卡一刷就是几万、数十万，而营地教育、研学旅行等是典型的“细水长流”的事业，不是暴利行业。
但“营地教育”对从业者的心理滋养是显而易见的，很多从业者为什么多年在这个行业，其实还是从内心高度认同这份事业的价值。
营地教育适宜做成一个“小而美”的事业，想做成一个集团化、产业化的公司，甚至上市，具有相当大的难度，尤其在“双减”之后。
因为与学科类培训相比，“营地教育”的服务链条长，较难标准化复制，对管理人才的要求较高，跨区域管理存在很大挑战性。
但其实，您仔细想想，今天的“双减”政策出台，国家的出发点就是让教育去产业化、资本化，让教育回归本质。
做成“小而美”的事业，认真打磨产品，用心服务家长和孩子，国家是鼓励和支持的。
反之，国家是坚决反对的，“双减”的雷霆手段无疑是对过去几年高歌猛进的教育资本化的回应和反制。
其次，要了解营地教育特点，做好专业上的准备。
“营地教育”的核心是体验式学习，让孩子在营地中，在户外和大自然环境中，通过体验式的实践活动，让孩子去探索自我，和自然、他人、社会建立深度连接。
从营地教育的内容可以看出，目前营地教育等实践教育确实是现在孩子最缺少的，也是当前教育最薄弱的一个环节。
传统的学科类培训主要在一个封闭的空间里进行，老师讲解，学生刷题，流程比较简单、风险可控；
而营地教育一般在户外、大自然的环境中进行，游学、研学的流动性，决定了实践教育的管理团队需要高度重视整个流程的管理和安全风险的管控。
营地教育的教学方式和传统学科类培训也有不同，更多的是让孩子在体验中学习，然后总结和反思，老师的教学方法发生了根本的变化。
因此，从学科类培训转型到营地教育，需要老师改变教学习惯路径，积极学习体验式教学方法，学习通过活动和游戏达成教学目标。
我们也需看到，原来做学科类培训的机构进入营地教育领域也有优势：
这些老师一般在课程研发领域积淀深厚，懂得如何调动学生的积极性；而且老师的知识背景很好，有较好的学习能力；机构有一定的生源和客户基础，他们进入营地教育行业，用一句流行的词形容是：“降维竞争”。
因此，学科类培训机构进入研学、营地教育、劳动教育等实践教育领域，如果能潜下心来，将学科背景和实践教育的方法结合起来，真正开发出让孩子受益的课程，对于政府和家长来说，都是喜闻乐见的。
总的来说，学科类培训转型营地教育应降低经济利益预期，秉承教育初心，做好长期事业的准备，潜心开发让孩子喜爱、受益的营地产品，成为学校教育的“有益补充”！
回归教育本质，教学相长！