幼儿园结构性质量要素组态对课程质量的作用路径与机制——基于模糊集定性比较分析法的研究

The Impact Paths and Mechanism of the Configuration of Structural Quality Factors on Kindergarten Curriculum Quality:A Study Based on Fuzzy Set Qualitative Comparative Analysis

幼儿园课程质量对于儿童的学习与发展至关重要。为突破已有研究在研究视角和数据分析方法上的局限,本研究基于复杂性理论和教育生态学思想,采用模糊集定性比较分析法,探索幼儿园结构性质量要素组态对课程质量的影响,以揭示驱动和阻碍幼儿园课程高质量发展的多元路径及其作用机理。结果发现,结构性质量要素并非各自独立而是以相互链接的组态形式影响课程质量。驱动幼儿园课程高质量发展的路径有3条,分别是“资金投入下师资保障驱动型”“资金投入下环境创设驱动型”与“管理引领下师资建设驱动型”,较高的资金投入或良好的管理是其核心条件。阻碍幼儿园课程质量提升的路径也有3条,由于其核心条件都是不适宜的生师比和欠佳的师资质量,所以可以统称为“高生师比—低师资抑制型”。可见,推动和阻碍幼儿园课程质量发展的结构性质量要素组态之间具有非对称性。学前教育行政决策者和幼儿园管理者应坚持“多元决定论”与“整体论”思想,打好政策“组合拳”,才能有效提高幼儿园课程质量。同时,幼儿园应基于自身的资源条件,选择适宜自己的课程质量提升路径,避免盲目依靠以往经验,坚持辩证思维,通过促成驱动幼儿园课程高质量发展的结构要素组态推动课程走上优质化发展道路。

Kindergarten curriculum quality is key to the development of preschoolers. This study used fuzzy set qualitative comparative analysis(fsQCA) to find which structural quality factors and in what ways they affect kindergarten curriculum quality. It ’s found that the structural quality factors were not independent but linked to each other in the form of configuration to affect the curriculum quality. Further exploration showed that there were three paths for structural factors configuration to drive the high-quality curriculum development,which could be respectively defined as :teacher guarantee type under capital investment, environment creation type under capital investment, and teacher construction type under management guidance. The core condition was high capital investment or good management. There were also three paths hindering the improvement of curriculum quality,of which the core conditions all were inappropriate child-to-teacher ratio and poor teacher quality and could be uniformly defined as high child-to-teacher ratio and low teacher restraint. It ’s shown that there was asymmetry between the configuration of structural factors that promote and hinder the development of curriculum quality.Kindergartens and the government should deepen their understanding of the complexity of interaction mechanism of various structural quality factors behind curriculum quality when taking efforts to improve the quality.