微观测量学视角下托育机构过程质量与婴幼儿个体微观质量的关联  

The Relationship Between Class Process Quality and Individual Micro-quality in Early Childhood Education Institution from a Micro-measurement Perspective

作　　者：王静梅[1,2,3] 徐梦雪 赵芳芳 付倩倩 秦金亮 Wang Jingmei;Xu Mengxue;Zhao Fangfang;Fu Qianqian;Qin Jinliang(International Institute for Child Study,Zhejiang Normal University,Hangzhou,311231;Sino-Canada Laboratories for Human Development,Hangzhou,311231;Key Laboratories for Child Development and Rehabilitation,Hangzhou College for Early Childhood Teacher Education,Zhejiang Nonnal University,Hangzhou,311231)

机构地区：[1]浙江师范大学国际儿童研究院,杭州311231 [2]中加人类发展联合实验室,杭州311231 [3]浙江师范大学杭州幼儿师范学院儿童发展与康复重点实验室,杭州311231

出　　处：《幼儿教育》2021年第33期9-14,共6页Early Childhood Education

基　　金：国家社会科学基金重点项目“婴幼儿养育与照料的社会化研究”的研究成果之一,项目批准号:18ASH5。

摘　　要：研究选取同一托育机构的4个班级58名婴幼儿,通过使用《中国婴幼儿托育机构微观质量评量表》与修订后的《中国婴幼儿托育机构过程质量评量表》,嵌套式考察个体微观质量与班级过程质量的关系。结果显示,无论是总体得分,还是各维度得分,班级过程质量得分均不能准确代表个体微观质量,两者之间的关系不稳定;在语言和图书、互动维度上,在少数婴幼儿参与时,班级得分失去其代表性意义,而在全部婴幼儿参与时,班级得分又不能解释极端得分的情况。研究表明,相较于班级过程质量评价,个体微观质量评价结果更稳定,个体得分更能反映在班级系统中个体所接受的教育质量。The study selected 58 children from 4 classes in the same early childhood education institution and examined the relationship between individual micro-quality and class process quality by using Micro-CITERS and CITERS.The results show that the class process quality scores did not accurately represent individual micro-quality in either the overall or dimensional scores,and the relationship between the two was unstable.In "Language and Books"and"Interaction",when only few children were involved in activities,class process quality scores would lose their significance;and when all children were involved,class process quality scores did not explain the extreme scoring.The results indicate that the individual micro-quality was more stable than class process quality,and the individual micro-quality scores reflect better the quality of education received by individuals in the class system.

关 键 词：托育机构 班级过程质量 个体微观质量 微观测量学视角 

分 类 号：G610[文化科学—学前教育学]