| 孟 倩.多元主体视角下的学前教育质量评价[J].陕西学前师范学院学报,2018,34(12):1-5 |
| 多元主体视角下的学前教育质量评价 |
| Research on Preschool Education Quality Evaluation from the Perspective of Multiple Subjects |
| 投稿时间：2018-07-31 修订日期：2018-09-04 |
| DOI：10.11995/j.issn.2095-770X.2018.12.001 |
| 中文关键词: 学前教育 质量评价 多元主体 评价视角 |
| 英文关键词: preschool education quality evaluation multiple subjects evaluation perspective |
| 基金项目: |
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| 摘要点击次数: 1271 |
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| 中文摘要: |
| 学前教育质量评价是提高学前教育质量的有效途径，但我国尚未建立起客观地评价学前教育质量的标准和体系。学前教育质量评价具有复杂性和多元性，牵涉到内部和外部的众多利益相关者，因而建立多元主体视角下的学前教育质量评价体系，对提高我国学前教育质量至关重要。学前教育的内部评价主体包括幼儿和教师，而外部的评价主体则包括政府部门以及家庭和社区。实施基于多元主体视角的学前教育质量评价能充分反映各方的利益和需求，具有较好的实践和操作意义。 |
| 英文摘要: |
| The quality evaluation of preschool education is an effective way to improve the quality of preschool education, but our country has not yet set up an evaluation criterion and system to objectively evaluate the quality of preschool education. The quality evaluation of preschool education is complex and pluralistic. The development of preschool education involves many internal and external stakeholders. Therefore, it is very important to establish a quality evaluation system for preschool education from the perspective of multiple subjects to improve the quality of preschool education in China. The internal evaluation body of preschool education includes children and teachers, while external evaluation subjects include government departments, families and communities. The quality evaluation of preschool education can fully reflect the interests and needs of all parties based on the perspective of multiple subjects. It has better practical and operational significance. |
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