Research On The Quality Monitoring System Of Finnish Preschool Education From The Perspective Of The Fourth Generation Evaluation Theory

In recent years,the quality of preschool education has received increasing attention from the international community.A large number of studies have confirmed that the quality of preschool education is crucial for actively exerting children’s development potential,and establishing a systematic and complete preschool education quality monitoring system is the most direct and effective means to improve the quality of preschool education.Through literature review,this study finds that previous studies on the quality monitoring system of preschool education have paid little attention to Finland,and most of the relevant studies remain at the introduction stage,lacking a theoretical research perspective.In the context of China’s ongoing pursuit of high-quality development in preschool education,it is necessary to explore the improvement and perfection of the quality monitoring system of preschool education.In order to promote a scientific understanding of the quality monitoring system of preschool education from multiple perspectives,the paper attempts to analyze the characteristics of the quality monitoring system of preschool education in Finland from the perspective of the core viewpoint of the fourth generation evaluation theory,"respecting multiple value demands",with a view to providing reflections on the establishment and improvement of the quality monitoring system of preschool education in China.The core research question of this article is: What are the characteristics of Finland’s preschool education quality monitoring system from the perspective of the fourth generation evaluation theory? The sub questions are: What is the current situation of the quality monitoring system for preschool education in Finland? How are multiple values reflected,balanced,and agreed upon in Finland’s preschool education quality monitoring system? What are the characteristics of Finland’s preschool education quality monitoring system derived from the social background of the times,and what are the political,economic,and cultural factors? What are the implications of Finland’s treatment of multiple values for the quality development of preschool education in China?In response to research questions,the study uses literature analysis and factor analysis,which are divided into three parts.The first part of the paper introduces the analytical framework for the characteristics of Finland’s preschool education quality monitoring system based on the fourth generation evaluation theory,including a related discussion on the rationality and necessity of the existence of multiple values in preschool education quality monitoring This article describes and introduces the core theoretical viewpoints of the fourth generation evaluation theory,and constructs an analytical framework for the characteristics of Finland’s preschool education quality monitoring system based on the monitoring logic of "response negotiation consensus" of the fourth generation evaluation theory.The second part of the paper introduces the current situation of the quality monitoring system of preschool education in Finland,including monitoring background,monitoring objectives,monitoring subjects,monitoring objects,monitoring methods,and monitoring results.The third part of the thesis is the research subject,which analyzes the characteristics of the Finnish preschool education quality monitoring system using the logical clue of "response negotiation consensus" of the fourth generation evaluation theory,namely,whether and how the extensive participation,interactive negotiation,and joint construction of multiple values are reflected in the Finnish preschool education quality monitoring system.Finally,the fourth part of the paper attempts to explain the reasons for the above characteristics of the Finnish preschool education quality monitoring system from the perspective of Finnish sociopolitics,economy,and culture,and provide suggestions for the development of preschool education quality in China.The conclusion of this study is that,from the perspective of the fourth generation evaluation theory of "respecting multiple values and aspirations",the Finnish preschool education quality monitoring system as a whole presents extensive participation,open discussion,interactive consultation,and consensus building that emphasizes multiple values.According to the logical clue of "response consultation consensus" in the fourth generation evaluation theory,the specific characteristics of Finland’s preschool education quality monitoring system are as follows: First,the Finnish preschool education quality monitoring system is based on the multiple values centered on children;Secondly,Finland’s preschool education quality monitoring system emphasizes the interactive negotiation of multiple value subjects;Thirdly,the Finnish preschool education quality monitoring system promotes a development consensus among diverse value entities.Under the triple characteristics,it also reflects the unique political system of preschool education in Finland,the economic welfare system of preschool education,and the influence of traditional cultural factors of preschool education.