幼儿园教师“儿童观察能力”的情境判断测验——中国8省市幼儿园教师测评的实证研究

Situational Judgment Test for Preschool Teachers' “Child Observation Ability”——An Empirical Study on the Evaluation of Preschool Teachers in Eight Regions of China

目前,国内外的现有测评体系,虽能在一定程度上为教师提供观察方面的支持,却无法有效考察教师的观察能力并进行分层。本研究创造性地结合情境判断测验和维果茨基的最近发展区理论,采用基于情景案例的单选题型,开发了旨在考察教师的儿童观察与评价能力的情景判断测验工具。经8省市2345名幼儿园教师的大规模测评,在有效验证了该测验工具的信度、效度和题项质量的同时,发现:(1)幼儿园教师的儿童观察与评价能力存在明显的地区间差异,表现为经济发达地区得分均明显高于经济欠发达地区;(2)教师的最高学历和有无编制情况是影响其儿童观察与评价能力的敏感变量,而职称的影响程度相对较小;(3)从职业生涯发展来看,教师的儿童观察与评价能力呈现"倒U型"发展,20~25年教龄段能力表现最佳。

At present, the existing evaluation systems at home and abroad can provide teachers withobservational support toa certain extent, but cannot effectively examine the teacher’ s observation ability andstratify. This study creatively combines the situational judgment test with Vygotsky’ s recent development zonetheory, and adopts a scenario-based single-choice question to develop a situational judgment test tool designed toexamine the teacher’ s ability to observe and evaluate children. After large-scale evaluation of 2345 kindergartenteachers in eight regions, while validating the reliability, validity and quality of the test tools, it shows that：（1） thescores of teachers in developed areas are significantly higher than those in less developed areas, which means thatthere is a clear regional difference in the ability of kindergarten teachers to observe and evaluate children; （2）teachers’ highest degree and authorized strength are two sensitive variables affecting the scores, while the title haslittle influence; （3） the relationship between teachers’observation and evaluation ability, and the years ofteaching are shown inverted U-shaped.The best performance is in twenty to twenty-five years of teaching.