Research On The Construction Of The Quality Evaluation Model Of The Garden-based Teaching And Research

Garden-based teaching and research is a bottom-up teacher learning and research activity that takes kindergarten as the research field and preschool teachers as the main research body,and solves problems in the practice of safeguarding education through equal dialogue,so as to promote the professional development of teachers and improve the quality of kindergarten education.In its more than ten years of development,it has been proved to be an important means to promote the professional development of teachers and improve the quality of kindergarten education.However,what tools are used to assess the current state of the quality of teaching and research in the garden?How to effectively carry out garden-based teaching and research?How to scientifically improve the quality of garden-based teaching and research?It is not only a common concern of kindergartens,but also a development problem that kindergartens urgently need to solve.Based on this,under the guidance of CIPP theory,fourth-generation evaluation theory and mathematical model thinking,the study uses literature method,interview method,Delphi method,analytic hierarchy method,and questionnaire survey method to construct and verify the evaluation model of the quality of teaching and research in the garden,in order to enrich the relevant research on the quality of teaching and research in the garden,and provide the evaluation tools for the quality of teaching and research in the garden,the specific research process and conclusions are as follows:（1）Determine the connotation and operational definition of the quality of teaching and research in the garden.Through literature research and interview surveys,the researchers summarized the connotation and operational definition of the quality of teaching and research in the garden on the basis of combining the research results of predecessors and the views of experts.The quality of garden-based teaching and research is the characteristic that garden-based teaching and research activities meet the sustainable development needs of children,teachers and kindergartens.Sustainable development means that kindergarten-based teaching and research activities can meet the long-term development needs of young children,teachers and kindergartens,rather than short-term improvement of efficiency.The operability of the quality of garden-based teaching and research is defined as the characteristics that can effectively meet the sustainable development needs of children,teachers and kindergartens in three aspects:the development conditions,the development process and the results of the garden-based teaching and research.（2）Explore the evaluation index system of the quality of teaching and research in the garden.Based on literature and interview data,and then after expert opinion investigation,the final evaluation index system of garden-based teaching and research quality was researched and explored.It includes three dimensions of conditional quality,process quality and result quality,4 secondary indicators of system construction,staffing,hardware resources and external support under conditional quality,6 secondary indicators of teaching and research objectives,teaching and research content,teaching and research form,teaching and research process,teaching and research atmosphere,and teaching and research evaluation under process quality,and 3 secondary indicators of goal achievement,achievement transformation and regional radiation under the result quality,a total of 13 secondary indicators.（3）Construct a quality evaluation model for teaching and research in the garden.On the basis of consulting the weight of indicators from experts,the analytic hierarchy method is used to calculate the weight assignment of each first-level dimension and second-level index.The results of index weighting show that in the first-level dimension,the process quality weight is the highest,the weight value is 0.48,and the conditional quality and the result quality weight value are the same,which are 0.27 and 0.26,respectively,indicating that the focus of the quality evaluation of teaching and research in the garden should focus on process quality.It is concluded that the quality evaluation model of Yuanben teaching and research is Y=0.27X₁+0.48X₂+0.26X₃,where X₁represents conditional quality,X₂represents process quality,and X₃represents consequential quality.（4）Verify the quality evaluation model of teaching and research in the garden.In this study,the garden-based teaching and research quality evaluation model was verified by two methods:practical application and data-based（confirmatory factor analysis）.The practical application results show that the overall quality of teaching and research in the sample area is at the middle and upper level,among which the staffing,hardware resources,and external support in the conditional quality,the teaching and research content,teaching and research form,teaching and research atmosphere in the process quality,the achievement transformation in the result quality,and the regional radiation score are lower than the average,indicating that the kindergarten is relatively lacking in these aspects.The professional background,professional title of teachers,and concurrently held positions of teachers had no significant impact on the quality of teaching and research in the garden,and the location,nature of the kindergarten,grade of the kindergarten,teacher education,and teaching experience had different degrees of influence on the quality of teaching and research in the garden,which was consistent with the existing research results and actual situation.Through confirmatory factor analysis,it is found that the intrinsic quality of the model is still good,and the data and model are well adapted.Therefore,the effectiveness,feasibility and operability of the garden-based teaching and research quality evaluation model are guaranteed.In the process of verifying the quality evaluation model of kindergarten-based teaching and research based on practical application,it is found that the kindergarten has lower scores than the average in eight secondary indicators:staffing,hardware resources,external support in conditional quality,teaching and research content,teaching and research form,teaching and research atmosphere in process quality,achievement transformation in consequential quality,and regional radiation,indicating that kindergartens are lacking in these aspects.Therefore,the study takes this as the starting point and puts forward the optimization path of the quality of garden-based teaching and research:first,strengthen resource guarantee and continuously improve conditional quality.Specifically,it is necessary to optimize staffing and improve the effectiveness of teaching and research in the garden;Coordinate hardware resources to ensure the needs of teaching and research in the garden;Increase external support and accumulate the strength of teaching and research in the garden.Second,deepen process support,focusing on enhancing process quality.To this end,it is necessary not only to refine the"true"problems internally,teachers to reach experience links,but also to create"new"forms externally to improve teachers’enthusiasm for participation,and at the same time create a"pleasant"atmosphere to promote teachers’professional autonomy.Finally,consolidate the achievements of teaching and research and scientifically improve the quality of results.Specifically,on the one hand,it is necessary to enhance the awareness and ability of achievement transformation and continuously inject development momentum,on the other hand,it is necessary to strengthen regional ties and radiation,and promote the symbiotic development of teaching and research in the garden.