%0 Journal Article
%T 融合质性与量化研究法以深化园本课程质量评估的研究<br>A Study on Integrating Qualitative and Quantitative Research Methods to Deepen the Quality Assessment of Kindergarten-Based Curriculum
%A 周琳
%J Advances in Education
%P 1148-1162
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/ae.2024.1491781
%X <span style=\"font-family:Cambria;\">针对种类繁多的园本课程&#65292;幼儿园迫切地需要一套具有普适性的园本课程评估指标来帮助建设特色园本课程。</span><span style=\"font-family:Cambria;\">本研究</span><span style=\"font-family:Cambria;\">借鉴</span><span style=\"font-family:Cambria;\">CIPP</span><span style=\"font-family:Cambria;\">评价模型的逻辑结构&#65292;融合质性与量化的研究方法对</span><span style=\"font-family:Cambria;\">23</span><span style=\"font-family:Cambria;\">位一线幼儿教师访谈、发放问卷。</span><span style=\"font-family:Cambria;\">以收集的数据</span><span style=\"font-family:Cambria;\">构想出包括园本课程的背景评估、园本课程的输入评估、园本课程的实施过程评估和园本课程的成效评估</span><span style=\"font-family:Cambria;\">4</span><span style=\"font-family:Cambria;\">个一级指标&#65292;</span><span style=\"font-family:Cambria;\">12</span><span style=\"font-family:Cambria;\">个二级指标及其下设的</span><span style=\"font-family:Cambria;\">15</span><span style=\"font-family:Cambria;\">1</span><span style=\"font-family:Cambria;\">个三级指标的幼儿园园本课程质量评估指标的基础框架和基本样态。该评估指标皆来自一线教师的问卷结果以及访谈分析&#65292;教师认同程度高。幼儿园利用该指标对园本课程分析、反馈的过程中不断创生高质量园本课程&#65292;使得园本课程真正满足幼儿自身的兴趣特点和发展诉求&#65292;激发发展的潜能</span><span style=\"font-family:Cambria;\">。</span><br><span style=\"font-family:Cambria;\">In response to the wide variety of kindergarten-based curriculum, kindergartens are in urgent need </span><span style=\"font-family:Cambria;\">of a set of universally applicable kindergarten-based curriculum evaluation indicators to help build a distinctive kindergarten-based curriculum.</span> <span style=\"font-family:Cambria;\">Drawing on the logical structure of the CIPP evaluation model, this study blended qualitative and quantitative research methods to interview and distribute questionnaires to 23 frontline early childhood teachers. The data collected were used to conceptualize the basic framework and basic model of kindergarten garden-based curriculum quality assessment indicators, including 4 level 1 indicators, 12 level 2 indicators and 15</span><span style=\"font-family:Cambria;\">1</span><span style=\"font-family:Cambria;\"> level 3 indicators, including the background assessment of kindergarten-based curriculum, the input assessment of the kindergarten-based curriculum, the process assessment of the implementation of the kindergarten-based curriculum, and the assessment of the effectiveness of the kindergarten-based curriculum. Kindergartens use these indicators to analyze and feedback on the kindergarten-based curriculum in the process of continuously creating high-quality kindergarten-based curricula, so that the kindergarten-based curricula can truly meet children&#8217;s own interests, characteristics and developmental
%K <span style="font-family:Cambria
%K ">课程评价</span><span style="font-family:Cambria
%K ">&#65292
%K </span><span style="font-family:Cambria
%K ">园本课程</span><span style="font-family:Cambria
%K ">&#65292
%K </span><span style="font-family:Cambria
%K ">课程质量</span><span style="font-family:Cambria
%K ">&#65292
%K </span><span style="font-family:Cambria
%K ">评估指标</span><br><span style="font-family:Cambria
%K ">Curriculum Evaluation</span><span style="font-family:Cambria
%K ">
%K </span> <span style="font-family:Cambria
%K ">Kindergarten-Based Curriculum</span><span style="font-family:Cambria
%K ">
%K </span><span style="font-family:Cambria
%K ">Curriculum Quality</span><span style="font-family:Cambria
%K ">
%K </span><span style="font-family:Cambria
%K ">Assessment </span><span style="font-family:Cambria
%K ">Indicators</span>
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=97117