华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (1): 1-18.doi: 10.16382/j.cnki.1000-5560.2022.01.001

• 特稿 •    下一篇

中国高质量学前教育指标体系建构研究

霍力岩1, 孙蔷蔷2, 龙正渝1   

  1. 1. 北京师范大学教育学部，北京 100875
    2. 中国教育科学研究院基础教育研究所，北京 100088
  • 出版日期:2022-01-01 发布日期:2021-12-21
  • 基金资助:
    国家社会科学基金教育学重点课题“学前教育中长期发展目标及推进策略研究”（AHA160008）

Research on the Construction of High-quality Early Childhood Education Indicators System in China

Liyan Huo1, Qiangqiang Sun2, Zhengyu Long1   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875, China
    2. Institute of Basic Education,National Institute of Educational Science, Beijing 100088,China
  • Online:2022-01-01 Published:2021-12-21

RichHTML

846

PDF

1408

摘要：

运用“四梁八柱”的思维方法并借鉴CIPP评价模型的结构逻辑，按照循序循证的五步研究路径对中国学前教育指标体系进行现状分析、国际比较、理论构想、实证建构和政策建议。首先选取目前在中国具有较大影响力的学前教育政策文本进行内容分析以结构性描述中国学前教育指标体系的现状；进而将当今中国与国外学前教育指标体系的结构性框架和具体指标进行并置、比较以分析中国现行学前教育指标体系的结构性和内容性问题；随后构想出包括背景、投入、过程和成果4个一级指标，13个二级指标及其下设的55个三级指标的高质量学前教育指标体系的结构框架和具体内容；再后基于实证研究建构出新时代中国高质量学前教育指标体系的“四梁八柱”和关键指标，形成包括价值质量、条件质量、过程质量、结果质量4个一级指标，涵盖价值取向、社会背景、体制机制、资源配置、保育教育、园所管理、普及普惠、安全优质8个二级指标及其下设的57个三级指标的中国高质量学前教育指标体系的基础框架和基本样态；最后提出中国高质量学前教育指标体系建设的5条政策建议，分别是积极构建结构框架以确保对系统性质量的统筹关注、特别重视背景因素以确保对价值性质量的优先关注、持续关注输入因素以确保对条件性质量的长期关注、着力强调过程因素以确保对过程性质量的焦点关注、理性强化输出因素以确保对结果性质量的全面关注。

关键词: 高质量, 学前教育, 教育指标, 教育规划, 四梁八柱, CIPP评价模型

Abstract:

This study uses the thinking method of “four beams and eight pillars”, draws on the structural logic of the CIPP evaluation model and follows the five-step research path of sequential evidence-based to analyze the status quo, international comparison, theoretical formulation, empirical construction and policy suggestions of China’s early childhood education indicators system. First, it selected the current Chinese early childhood education texts that have great influence in China to conduct content analysis to structurally describe the status quo of China’s early childhood education indicators system. Then it analyzed the structural problems of China’s current early childhood education indicators system by juxtaposing and comparing the structural framework and specific indicators in both domestic and international early childhood education indicators system. Subsequently, it conceived the structural framework and specific contents of the high-quality early childhood education indicators system including four first-level indicators of background, input, process and outcome, 13 second-level indicators and 55 third-level indicators. Then, based on empirical research, it constructed the “four beams and eight pillars” and key indicators of the new era China’s high-quality early childhood education indicators system, which includes four first-level indicators (value quality, condition quality, process quality, and outcome quality), eight second-level indicators (value orientation, social background, system and mechanism, resource allocation, care and education, management of kindergartens, popularization and universal benefit, safety and high quality) and 57 third-level indicators. Finally, it put forward five policy recommendations for the construction of China’s high-quality early childhood education indicators system. First, actively construct a structural framework to impove overall attention to systemic quality. Second, pay special attention to background factors to ensure priority attention to value quality.Third, pay attention continuously to input factors to ensure long-term attention to condition quality. Fourth, put emphasis strongly on process factors to ensure focus on process quality. Fifth, rationally strengthen the output factors to ensure comprehensive attention to the outcome quality.

Key words: high-quality, early childhood education, education indicators, education planning, four beams and eight pillars, CIPP evaluation model