| At present,preschool education in China is in a critical period of transition from high-speed development to high-quality development.Developing a scientific and effective individualized quality assessment tool has become the key to improve the quality of education.A large number of empirical studies show that language learning is an important cornerstone to support individualized development of preschooler.However,the existing preschooler language learning support observation and evaluation tools are mostly based on the observation and evaluation of the class as a unit,and it is difficult to accurately evaluate the quality of individualized preschooler language learning support.Based on the theories of Dynamic System Theory and Developmentally Appropriate Practice,this study focuses on the individualized preschooler.Observation measurement and questionnaire survey are the two main methods,the purpose of this study of preliminary analyze the application of “Individualized Learning Support System for the Preschooler:Language(Trial)”(hereinafter referred to as “ILSS-L”).The whole research process follows the thinking of "concept definition-index constructiontool development-field observation-preliminary exploration of reliability and validity".In order to explore the pilot application of ILSS-L,the researchers selected 42 experts in related fields by stratified sampling to test the content validity of the system.On this basis,ILSS-L was used to observe and evaluate 40 the individualized preschooler in 20 preschool in H and W cities of Z province,and SSTEW and ELLCO were used to evaluate the quality of language learning support in their classes,further demonstrating its reliability and validity.The results indicated that the reliability and validity of the ILSS-L in this evaluation is still at an acceptable level.In terms of reliability,the internal rater reliability and the internal consistency reliability of the whole System was acceptable.Most projects have good discrimination;in terms of content validity,ILSS-L has obtained results in system development and content,it has been recognized by most experts,showing good content validity;in terms of structural validity,exploratory factor analysis(EFA)is used to extract three common factors: " reading readiness","handwriting readiness",and "listening and expression";In terms of validity,due to differences in evaluation unit,evaluation time,and projects composition dimensions between ILSS-L and the criteria validity tools SSTEW and ELLCO,which leads to the phenomenon of lower criteria validity and higher content validity is higher.Based on the discussion and reflection of the research results,the researchers put forward suggestions for the revision of ILSS-L:(1)In the optimization of the content of the system,the observation points should summarize the content dimensions of the core language experience learning;(2)In the indicator expression in terms of optimization,the expression of evaluation indicators should be adjusted;(3)In the reform of observation methods,the typical activity situation should be used as a unit to observe and evaluate the language learning support received by the individualized preschooler.The following suggestions are made for the development of individual learning support system in other fields:(1)From the perspective of the system development concept,the actual experience of the individualized preschooler is accurately captured from the standpoint of Preschooler;(2)From the perspective of the collection of evaluation data,to sort out quantitative and qualitative data through various paths;(3)From the view of indicators setting levels,reasonably locate the level of developmentally sensitive metric learning support for the individualized preschooler. |
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