如何支持幼儿教师评估与提升幼儿园教育质量——基于《幼儿学习环境评量表(ECERS)》的考察  

Assessing and Improving the Quality of Kindergarten Education by Using the Early Childhood Environment Rating Scales

作　　者：魏婷[1] WEI Ting(Department of Education Science,Sichuan Normal University,Chengdu 610000,China)

机构地区：[1]四川师范大学教育科学学院,四川成都610000

出　　处：《陕西学前师范学院学报》2021年第7期102-111,共10页Journal of Shaanxi Xueqian Normal University

基　　金：四川省一流课程四川师范大学《学前教育评价》课程建设的阶段成果。

摘　　要：学前教育质量的评估与提升是我国当前学前教育发展的重要任务。本研究在操作性界定学前教育综合质量定义的基础上,探索了运用《幼儿学习环境评量表(ECERS)》支持幼儿园教师理解、评价和提高班级学前教育质量的路径。研究者采用单组前实验研究设计,干预过程为参与研究的四所幼儿园的教师学习并持续使用评量表中的项目对班级教育实践进行评估和评估基础上的调整。干预前后的ECERS得分和教师访谈数据对比显示,教师理解和运用ECERS的过程丰富了教师们对幼儿园综合教育质量的理解,帮助她们更加全面、客观地运用反思开展班级教育质量评价,更支持了她们通过转变观念、调整实践来改进班级的教育质量。因此,研究者鼓励幼儿园教师运用标准化工具辅助自己的反思性实践,将质量评价和质量提升整合起来,从结构、过程和结果三个维度来提高幼儿园综合教育质量。此外,在质量评价和提升过程中应坚持优秀传统文化的深入理解和传承,实现与西方观念和实践的互鉴和共享,探索学前教育质量评价提升的中国路径。Quality assessment and improvement is an important task to the development of early childhood education in China.After de-fining the global quality of early childhood education,this study explored the path to support teacher’s understanding,assessment and improvement of the quality of early childhood education by using the Early Childhood Environment Rating Scales.A single-group preexperimental design was adopted.Teachers and children from four kindergartens involved in this study.An analysis of collected data re-vealed that the intervention(i.e.,teachers’learning and application of the ECERS in nine weeks)enriched teachers’understanding of the global quality,supported their comprehensive and objective assessment of the quality,and facilitated the quality improvement in their classrooms.Therefore,it is advocated for frontline teachers to utilize standardized quality measures to assist their reflective practice,to integrate quality assessment and improvement into one process,and to explore a Chinese approach by upholding tradition-al values and sharing international resources.

关 键 词：幼儿学习环境评量表(ECERS) 幼儿园综合教育质量 质量评估 质量提升 

分 类 号：G617[文化科学—学前教育学]