融合幼儿班集体教学活动评价指标体系构建——基于德尔菲法的调查研究

Building the System of Evaluation Indicators for Collective Teaching Targeting an Inclusive Preschool Class: An Investigation Based on the Delphi Method

在我国,集体教学是传统的幼儿园教学组织形式,在融合教育背景下,如何提升融合幼儿园的集体教学质量尤其值得深思。本研究基于德尔菲法,通过建构融合幼儿班的集体教学活动评价指标体系,以评促建,将集体教学的科学理念与实践操作进行有效结合。通过三轮专家咨询,最终形成了包含"教学过程""教学效果"两个一级指标,"教学调整""教学支持""学习效果""课堂氛围"四个二级指标,以及相应的11个三级指标和27条评价标准的指标体系,并运用层次分析法给各末级指标赋权重值。

In China, collective teachingis, a traditional method in kindergarten teaching. In the background of inclusive education, it is necessary to consider improving the quality of collective teaching in inclusive kinder- gartens. This study, based on the Delphi method, aims to construct a system of evaluation indicators for inclusive preschool classes through an effective combination of the scientific concept of collective teaching with practice. After three rounds of expert consultation, the study has built a system of evaluation indicators, including such first-level indicators as teaching process and teaching effect, such two-level indicators as teaching adjustment, teaching support, learning effect, and classroom atmosphere, 11 final-level indicators, and 27 evaluation crite- ria, and based on analytic hierarchy process, weights have been assigned to the final-level indicators.