Exploring The Suitability Of The SSTEW Scale In Evaluating Kindergarten Curriculum And Teaching Quality In China

As the core element of education process quality,high-quality kindergarten curriculum and teaching can provide children with useful learning experience and strongly support and promote children’s learning and development needs.At present,there is a lack of empirical research on curriculum and teaching quality evaluation in China,and there is a relative lack of specialized,systematic and original evaluation tools for kindergarten curriculum teaching quality.Under this background,learning from and introducing the international excellent evaluation tool of curriculum and teaching quality-Sustained Shared Thinking and Emotional Well-Being(SSTEW),and explore its suitability for kindergarten education in China,for China’s domestic effective curriculum and teaching quality evaluation tool of research and development is of important value.The main purpose of this study is to explore the local suitability of the SSTEW scale in the evaluation of kindergarten curriculum and teaching quality in China,and to examine its suitability performance from a dual perspective based on Chinese cultural background and surveying attributes.In this study,the SSTEW scale data and the curriculum promoting quality field data of“The Path Towards Excellence—Chinese Kindergarten Education Quality Rating Standards(PTE-CKEQRS)”of 50 classes in 20 kindergartens in Zhejiang Province,the development evaluation data of 300 sample children,and observation and evaluation reflection report data of evaluators were obtained by using Observation and Measurement method、Test method and Interviewing method.The contents and results of this study mainly include the following three parts:In the first part,the suitability of the SSTEW scale in the evaluation of kindergarten curriculum and teaching quality in Zhejiang province is preliminarily tested.Firstly,Classical Test Theory(CTT)is used to Item Analysis(including item discrimination test),Reliability Analysis(including internal consistency reliability)and Validity Analysis(including criterion-related validity)of the SSTEW scale.Secondly,Multivariate Generalizability Theory(MGT)was applied to evaluate the reliability and validity of the SSTEW scale.The measurement reliability of the SSTEW four subscales was investigated,and the item quality of each subscale was analyzed.Design and test the optimization scheme of Decision study,and then put forward revision suggestions,in order to improve the structure of the scale and improve the evaluation accuracy and quality of the scale.The above research results show that the applicability of the SSTEW scale in the evaluation of kindergarten curriculum and teaching quality in China is generally low.In the second part,based on Chinese cultural background and surveying attributes,this paper makes a double-perspective study on the items and indicators that are less suitable and better.On the basis of the measurement attribute test results of the SSTEW scale above,combined with the observation and evaluation reflection report of evaluators,the following analysises are made: First of all,this paper analyzes the scores of items with poor suitability and the evaluation of indicators with poor suitability,and discusses the reasons of poor suitability from four aspects: cultural background and educational model,educational concept and teaching practice,quality concept and evaluation concept,and evaluation system of children’s learning and development.Secondly,this paper analyzes the scores of items with better suitability and the evaluation of indicators with better suitability.The reasons for better suitability include the cross-cultural consensus on the basic quality of curriculum and teaching,and the support of verbal interaction for the implementation and development of one-day activities in kindergartens.In the third part,the author discusses and puts forward some suggestions on the localization revision of the SSTEW scale,and looks forward to its enlightenment to the development of evaluation tools for local curriculum and teaching quality in China.Based on the above research results,the researchers first put forward the revision suggestions of the SSTEW scale in the evaluation of kindergarten curriculum and teaching quality in China:Constructing an evaluation framework that conforms to the characteristics of kindergarten curriculum and teaching in China;Increasing the sensitivity of evaluation indicators to capture the quality of whole-group instruction activities;Improving the content quality of evaluation indicators in many aspects;Improving the discrimination and the reaction sensitivity of low-end quality.Secondly,the researchers believe that the SSTEW scale has many beneficial inspirations for the development of evaluation tools of kindergarten curriculum and teaching quality in China: Based on the organic integration of multidimensional theory,construct the theoretical basis system of evaluation;Based on the“the Guideline for Kindergarten Education” and “Guide of Learning and Development for3-6-year-old Children”,construct the framework and concept of evaluation;Based on the present situation of kindergarten education in China,improve the content quality of evaluation indicators;Based on the bottom-up perspective,pay attention to children’s experience in curriculum and teaching;Based on the evaluation results of children’s learning and development,build a bridge between learning and teaching.