我国学前儿童数学监测指标体系的构建  

Construction of Mathematics Monitoring Indicator System for Young Children

作　　者：周欣[1] 黄瑾[1] 郭力平[1] 左志宏[1] 李美芳[1] 杨志艳[1] 李莉[1] 李琳[1] 范洁琼[1] Xin Zhou;Jin Huang;Liping Guo;Zhihong Zuo;Meifang Li;Zhiyan Yang;Li Li;Lin Li;Jieqiong Fan(Department of Early Childhood Education, East China Normal University, Shanghai 200062 China)

机构地区：[1]中国基础教育质量监测协同创新中心华东师范大学分中心,上海200062

出　　处：《学前教育研究》2018年第10期12-21,共10页Studies in Early Childhood Education

基　　金：中国基础教育质量监测协同创新中心自主支持重大课题"学前儿童数学监测指标体系及评估工具的预研究"(批准号:2016-02-004-BZK01)

摘　　要：对儿童学习和发展结果的评估与监控是教育质量监测的重要内容。学前儿童数学监测指标体系本质上是对3～6岁儿童在与数学学习有关的知识、能力、态度、学习品质等方面的发展的较为系统的期望。在厘清21世纪创新社会对人才数学素养要求的基础上,参考国内外研究文献和国内相关政策文件,本研究构建了学前儿童数学监测指标体系草案,然后采用德尔菲专家访谈方法,结合幼儿园教师在实践中的实际使用情况与反馈,对该指标体系进行了内容效度检验,并根据检验结果对指标体系进行了多次修改,最终确定的监测指标体系包含数学知识技能、过程性能力、态度和学习品质三个方面共20条指标,今后应进一步开发和完善与这一数学监测指标体系相匹配的注重儿童数学问题解决过程的诊断性测评工具和适合教师使用的观察评定表,以更好地发挥监测为改进教学、促进儿童发展服务的功能。The evaluation and monitoring of the result of children＇s learning and development is the important component of education quality monitoring. Early childhood math monitoring indicator system refers to our systematic expectation of 3- to 6-years-old of children in math related knowledge, ability, attitude or learning approach. The construction of this system is an important component in the work of the monitoring of the result of children＇s learning and development. Based on the clarification of the require- ment of the innovation society in the 21st century for the math literacy of the human resource, and the summary of related literature and domestic policies, a draft of the math monitoring indicator system was constructed. Then the content validation was conducted for the math monitoring indicator by applying the methods of Delphi method and teachers＇ practical usage of the indicators in the classroom and providing feedback. The indicator system draft was then modified several times based on the result of the validation. The final version of the indicator system includes three components：Math knowledge, processing abilities and learning approach and corresponding 20 indicators. The development of the assessment method for the math monitorine indicator is also discussed.

关 键 词：教育质量 质量监测 儿童数学学习 发展期望 

分 类 号：G613.4[文化科学—学前教育学]