幼儿园课程质量评价指标体系探索
On the Quality Evaluation Indicators of Kindergarten Curriculum

DOI: 10.12677/AE.2021.113143, PP. 906-917

Keywords: 幼儿园课程，评价指标，模糊德菲法
Kindergarten Curriculum, Evaluation Indicators, Fuzzy Delphi Method

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Abstract:

尽管多数国家或地区采用一系列监测学前教育机构质量的工具，但却很少开发课程质量监测工具。本研究旨在建构一套幼儿园课程质量评价指标。首先，分析国内外幼儿园课程质量评价指标的相关研究，归纳形成“幼儿园课程质量评价指标之专家问卷”，邀请19位专家学者参与调查，以使指标更全面、更符合幼儿园课程实践。其次，基于专家问卷调查结果，编制“幼儿园课程质量评价指标之模糊德菲问卷”，再邀请20位教育学者、教育评估与管理者、园长进行模糊德菲问卷调查，从而取得专家共识。三级指标体系包括一级指标4项：课程规划与实施、区域环境创设、教师专业发展、班级管理，共涵盖14项二级指标，166项三级指标。通过建构系统化及科学化的指标体系，期能提供幼儿园开展自我评价，并作为教育管理部门督导幼儿园课程质量的评价工具。
Although most countries or regions use a series of tools to monitor the quality of kindergarten, few tools are developed to monitor the quality of curriculum. The study aimed at establishing quality evaluation indicators of kindergarten curriculum and defining the weight system of it. In respect of research method, expert questionnaire and Fuzzy Delphi Method were applied. Firstly, in order to ensure the indicators in accordance with the practice of kindergarten, 19 experts were invited as respondents to preliminary Expert Questionnaire about Quality Evaluation Indicators of kindergarten curriculum produced basing on relevant researches on quality evaluation indicators of kindergarten curriculum in China and abroad. Secondly, 20 scholars, educational evaluators, educational administrators and kindergarten principals were invited to form a fuzzy Delphi expert team, in order to conclude indicator filtering and weight calculation by integrating experts’ opinions to the importance of indicators through triangle fuzzy number, thus to establish Quality Evaluation Indicators of kindergarten curriculum. Three-level indicator system included 4 first-level indicators, namely curriculum plan and implementation, learning centers environment, professional development of staff, classroom management, as well as 14 second-level indicators and 166 third-level indicators. Through the construction of a set of systematic and scientific indicator, it is expected to provide kindergarten with self-evaluation and quality improvement, and serve as an evaluation tool for educational administrative departments to systematically supervise kindergarten curriculum quality.

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