美国幼儿教育项目有效性的评价及启示：基于LPI研究报告  

The Evaluation and Enlightenment of US Early Education Programs’ Effectiveness:Based on the Report from Learning Policy Institute

作　　者：耿薇[1] 吕杰昕[2] Geng Wei;Lv Jiexin

机构地区：[1]上海市静安区教育学院,上海200070 [2]上海师范大学教育学院

出　　处：《教育测量与评价》2020年第1期23-28,共6页Educational Measurement and Evaluation

摘　　要：2019年1月,美国LPI发布了《幼儿教育有效性的实证性依据:对政策制定者的启示》,该报告分析了美国近期开展的21个幼儿教育项目及其评估报告,系统评价了不同幼儿教育项目的有效性。发现,高质量幼儿教育项目支持幼儿的有效性学习,其对幼儿参与者的影响具有持续性、多维性,并能带来一定的社会经济收益,但幼儿教育项目在实施过程中也存在研究对象不确定、其他因素对幼儿参与者的影响不明确等问题。借鉴LPI的研究成果,我国幼儿教育质量评价应从实际出发,改进幼儿教育质量评级政策,关注幼儿教育质量评级标准与工具的有效性,建立幼儿教育项目评价长效机制,不断提升我国幼儿教育质量评价的有效性。In January 2019,Learning Policy Institute(LPI)published a report:Untangling the Evidence on Preschool Effectiveness:Insights for Policymakers,which analyzed 21 recent early childhood education programs in the United States and their evaluation reports,and systematically evaluated the effectiveness of different early childhood education programs.The report shows that high-quality early childhood education programs support the effective learning of young children,and their impact on the early childhood participants is sustainable and multidimensional,which can bring certain socio-economic benefits.However,the implementation of early childhood education programs also has problems such as the uncertainty of research objects and the unclear impact of other factors on the participants.Learning fromthe research results of LPI,early childhood education evaluation of in China should proceed from the reality,improve the quality rating policy of preschool education,pay attention to the effectivenessof the quality rating standards and tools of preschool education,establish a long-termevaluation mechanism of preschool education projects,and constantly improve the effectiveness of preschool education evaluation in China.

关 键 词：幼儿教育质量评价 有效性学习 有效性评价 学业成就 

分 类 号：G40-058.1[文化科学—教育学原理]