China News Service, February 15. According to the website of the Ministry of Education, the Ministry of Education recently issued the "Guidelines for Quality Assessment of Kindergarten Nursing Education" (hereinafter referred to as "Assessment Guidelines").
The person in charge of the Department of Basic Education of the Ministry of Education said when answering a reporter's question about the "Guidelines for Quality Assessment of Kindergarten Nursing Education" that the laws and particularities of preschool education should be fully respected in the implementation, and it is strictly forbidden to evaluate kindergarten care and education by directly measuring the ability and development level of children. quality, so as not to trigger the unscientific practice of intensive training and increase parental and social anxiety.
In order to implement the spirit of the Central Committee of the Communist Party of China and the State Council's "Several Opinions on Deepening the Reform and Standardizing Development of Preschool Education" and the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era", deepen the reform of kindergarten education, and promote a sound and scientific quality evaluation system for kindergarten education in various places, The Ministry of Education recently issued the "Guidelines for Quality Assessment of Kindergarten Nursing Education".
The "Assessment Guide" focuses on the process of nursery education in kindergartens and the key elements that affect the quality of nursery education. It proposes 15 key indicators and 48 points for examination in five aspects: the direction of running a kindergarten, childcare and safety, educational process, environment creation, and teaching staff. The purpose is to guide kindergartens to fully implement the Party's educational policy, implement the fundamental task of building morality and cultivate people, respect the age characteristics and development laws of children, adhere to the combination of childcare and education, take games as the basic activities, and continuously improve the level of kindergartens and the quality of childcare and education.
The "Evaluation Guidelines" emphasizes the need to establish a scientific evaluation orientation, improve evaluation methods, highlight process evaluation, strengthen self-evaluation, focus on class observation, and focus on the efforts and improvement process of kindergartens to improve the level of care and education, so as to effectively reverse the "emphasis on results and less on the process. Non-scientific tendencies such as hardware ignoring connotation, emphasizing other evaluations rather than self-evaluation, etc., promote the use of evaluation to promote construction, and guide each kindergarten to run well.
It is strictly forbidden to evaluate the quality of kindergarten care and education by directly measuring the ability and development level of children.
The "Evaluation Guide" requires that all localities should attach great importance to the quality evaluation of kindergarten education, take it as an important measure to promote the high-quality development of preschool education, and ensure that people are satisfied with education, and incorporate it into an important part of deepening the reform of local education evaluation.
All localities should strengthen the guarantee of funds and personnel, improve the evaluation standards, support the development of evaluation research, and ensure the effective implementation of the evaluation.
It is necessary to coordinate the implementation of the quality assessment of kindergarten care and education with other relevant assessments, avoid repeated assessments, and effectively reduce the burden of inspections at the grassroots level and kindergartens.
In addition, when the head of the Department of Basic Education of the Ministry of Education answered a reporter's question on the "Guidelines for Quality Assessment of Nursing Education in Kindergartens", a reporter asked, what problems should be paid attention to in implementing the "Guidelines for Assessment"?
The person in charge said that kindergarten childcare education is fundamentally different from the systematic academic learning in compulsory schools and high schools. The implementation of kindergarten childcare quality assessment should pay attention to two points: First, respect the laws and particularities of preschool education.
The learning of preschool children is dominated by direct experience, mainly in daily life and play.
Therefore, the quality assessment of kindergarten care and education emphasizes respecting children's learning characteristics and growth laws, cherishing the unique value of children's life and games, and creating environment and conditions in a targeted manner to support and guide each child to develop from the original level to a higher level. There is no special evaluation of early childhood development results. In the implementation, the laws and particularities of preschool education should be fully respected, and it is strictly forbidden to evaluate the quality of kindergarten care and education by directly measuring the ability and development level of children, so as to avoid unscientific practices of intensive training and aggravate parents. and social anxiety.
The second is to properly handle the relationship with the supervision and evaluation of the behavior of running the kindergarten.
At present, the supervision and evaluation of the behavior of running a kindergarten and the evaluation of the quality of education are widely carried out in various places, and attention should be paid to distinguishing and positioning.
As a simple external evaluation, the supervision and evaluation of kindergarten running behavior is mainly aimed at weak kindergartens, solves normative problems, and focuses on the basic conditions and behaviors of running a kindergarten.
The quality assessment of kindergarten care and education strengthens self-assessment, focuses on the process of care and education and the key elements that affect the quality, and mainly solves the problem of quality improvement.
In the implementation, attention should be paid to handling the relationship between the two, not only to effectively promote the improvement of the quality of kindergarten care and education, but also to focus on overall implementation, avoid repeated evaluation, and effectively reduce the burden on the grassroots and kindergartens.