基于“关注为本采纳模式”的学前教育评价改革实施水平研究  

Research onthe Implementation Level of Preschool Education Evaluation Reform on the Basis of the “Concerns- Based Adoption Model”

作　　者：于开莲[1] 崔龙超 

机构地区：[1]首都师范大学学前教育学院 [2]北京京北职业技术学院

出　　处：《首都师范大学学报（社会科学版）》2016年第4期143-149,共7页Journal of Capital Normal University：Social Science Edition

基　　金：2013年度北京市哲学社会科学规划项目"北京市幼儿园课程改革成效研究"(项目编号:13JYB015);北京市属高等学校高层次人才引进与培养三年行动计划(2013年-2015年)青年拔尖人才培育计划"北京市幼儿园教师运用观察与评价改进教学的培养研究"项目成果之一

摘　　要：文章基于"关注为本采纳模式",借鉴其中的"实施水平"研究工具,综合采用访谈法、观察法以及个案研究的范式,从教师的行为层面考察其对2001年颁布《幼儿园教育指导纲要(试行)》以来实行的学前教育评价改革的实际实施情况。研究结果发现,少数教师尚未实施评价改革理念,多数教师处于"机械化"水平,部分教师的实施水平趋于"常规化"和"精致化",较少教师处于"整合"水平,极少数教师能够达到"更新"水平。教师实施评价改革的整体水平不高,学前教育评价改革仍需深入推进。On the basis of the ＂Concerns- Based Adoption Model＂ and its tool of ＂Levels of Use＂ ,this study explores the implementation level of preschool education evaluation reform since the Guidelines for Preschool Education were issued in 2001. Interviews, observation and case -studies are employed for investigating teachers＇ behaviors towards the evaluation reform. The research finds out that a few teachers do not implement the evaluation reform; most of them are at the ＂ mechanical use＂ level; some are at the ＂routine＂ or ＂refinement＂ level, while few have reached the ＂integration＂ and ＂renewal＂ level, which shows that preschool teachers are at a rather low level of implementation of evaluation reform, and the evaluation reform should be pushed on more vigorously.

关 键 词：关注为本采纳模式 学前教育评价 改革 学前教师 实施水平 

分 类 号：G619.21[文化科学—学前教育学]