学前一年教育效能的增值评价研究

Value Added Analysis of Teaching Effectiveness of One-Year Preschool Education

通过多阶段随机抽样搜集整理有关数据,采用多层回归与非连续性回归相整合的数据分析与处理方式,以班级为评价单位,分别从幼儿数学学习和语言发展上考察学前一年教育效能,以及学前一年班级教育环境质量与其效能的关系。结果发现,在幼儿数学学习和语言发展上学前一年教育效能显著,达到0.6~0.3个标准差,并从中心区向边远区依次递减;学前一年班级教育环境质量对其教育效能具有正向预测效应,并从中心区向边远区依次递增。同样质量的学前一年教育改进,边远区学前一年教育效能增量最多,边远区儿童从学前一年教育质量改善中也受益最大。无论在政策制定还是在资源配置上,都应该向边远区适当倾斜,才能从总体上促进我国学前一年教育的均衡发展。

The research,with class as assessment unit,examined the teaching effectiveness of one-year preschool education in the aspects of children's mathematics learning and language development,and the relationship between the quality of one-year preschool education environment and its teaching effectiveness. Collecting data by multi-stage random sampling,and analyzing the data by the consolidation model of multi-level regression and discontinuous regression,the research found that the teaching effectiveness of one-year preschool education in children's mathematics learning and language development was significant, up to about 0.6~0.3standard deviations,and the variations gradually decreased from the central area to the remote area.The quality of one-year preschool education environment had positive effects on its teaching effectiveness,and the variations gradually increased from the central area to the remote area.A oneyear preschool education improvement efforts of the same quality could lead to a greater increase in the teaching effectiveness and better benefit children in the remote area.Therefore,the education policy making and resource allocation should somewhat prioritize the remote areas to promote the balanced development of one-year preschool education in China as a whole.