基于投入—产出效率评价的我国学前教育家长满意度研究
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摘要
本文探索与学前教育机构质量相关的家长满意度影响因素及其作用机制,建立一个适于分析我国儿童早教和保育项目(Early Childhood Education and Care,ECEC)发展特点及其量化研究的投入—产出效率评价理论框架。该框架包括教育要素投入和教育产出评价两条主要的逻辑线索,关注师资建设、教学互动、管理制度和硬件设施方面的教育要素投入,以及幼儿的认知和非认知能力发展等方面的教育产出,根据多层线性回归模型构建基于学前教育投入—产出效率的家长满意度定量评价方法。研究结果表明:教育机构运营中在师资水平提升、增强管理质量、注重幼儿阶段成长和能力培养等方面有较高的投入—产出效率,能够显著提高家长的满意度。本文给出了影响家长满意度的主要教育投入因素及其相互关系,该研究成果对于学前教育政策及幼儿园运营战略具有一定的的参考价值。
This paper tries to analyze the determining factors of parental satisfaction for pre-school education's quality and find out how those factors work. A suitable theoretical framework is established to enhance early childhood education and care for Chinese preschool development based on input-output efficiency evaluation and its quantitative method. The theoretical framework includes two main logic clues,which are educational input production and educational output evaluation. This paper pays attention to the input factors of teaching staff,teaching interaction,management and hardware facilities,and a further evaluating of educational output from children's cognitive and noncognitive abilities.Meanwhile,a hierarchical linear model regression method is used for quantitative analysis of input-output efficiency. The results show that by improving input in teaching resource,management quality,social development and learning ability cultivation of children will improve parental satisfaction. Above key evaluation index findings have reference value in preschool policy establishment and preschool operation.
This paper tries to analyze the determining factors of parental satisfaction for pre-school education's quality and find out how those factors work. A suitable theoretical framework is established to enhance early childhood education and care for Chinese preschool development based on input-output efficiency evaluation and its quantitative method. The theoretical framework includes two main logic clues,which are educational input production and educational output evaluation. This paper pays attention to the input factors of teaching staff,teaching interaction,management and hardware facilities,and a further evaluating of educational output from children's cognitive and noncognitive abilities.Meanwhile,a hierarchical linear model regression method is used for quantitative analysis of input-output efficiency. The results show that by improving input in teaching resource,management quality,social development and learning ability cultivation of children will improve parental satisfaction. Above key evaluation index findings have reference value in preschool policy establishment and preschool operation.
引文
[1]徐跃东,赵海燕,李传英.我国学前教育公平研究述评[J].早期教育(教科研版),2015,(02):132-133.
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[4]郭燕芬,柏维春.我国学前教育经费投入-产出效率分析及政策建议[J].学前教育研究,2017,(02):3-16.
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[7]刘宇轩.非参数工具变量法及应用[D].长春:东北师范大学,2017.
[8]方颃,褚玉静,朱小川.分层级教育投入的国民经济产出效果研究——基于教育投入的时间滞后效应[J].大连理工大学学报(社会科学版),2018,39(01):56-64.
[9]潘月娟.国外学前教育质量评价与监测进展及启示[J].中国教育学刊,2014,(03):13-17.
[10]杨卫安.我国未来学前教育投入的规划与预测[J].学前教育研究,2015,(08):21-33.
[11]杜玲玲.基于家长满意度调查的学前教育公共服务评价研究[J].当代教育论坛,2016,(04):43-49.
[12]林挺进,吴伟,于文轩,等.中国城市公共教育服务满意度的影响因素研究——基于HLM模型的定量分析[J].复旦教育论坛,2011,9(04):54-58.
[13]赵必华.影响教师工作满意度的因素:基于HLM的分析[J].教育科学,2011,27(04):30-34.
[2]杨晓萍,李敏.焦点与转向:我国学前教育质量研究述评[J].教育研究,2016,37(04):74-80,104.
[3]高佳.我国早教机构发展现状及对策研究[J].现代教育论丛,2009,(09):58-61.
[4]郭燕芬,柏维春.我国学前教育经费投入-产出效率分析及政策建议[J].学前教育研究,2017,(02):3-16.
[5]刘泽云.教育收益率估算中的几个方法问题[J].北京大学教育评论,2009,7(01):139-150,192.
[6]刘婧.基于家长满意度的我国学前教育质量研究[D].北京:北京理工大学,2015.
[7]刘宇轩.非参数工具变量法及应用[D].长春:东北师范大学,2017.
[8]方颃,褚玉静,朱小川.分层级教育投入的国民经济产出效果研究——基于教育投入的时间滞后效应[J].大连理工大学学报(社会科学版),2018,39(01):56-64.
[9]潘月娟.国外学前教育质量评价与监测进展及启示[J].中国教育学刊,2014,(03):13-17.
[10]杨卫安.我国未来学前教育投入的规划与预测[J].学前教育研究,2015,(08):21-33.
[11]杜玲玲.基于家长满意度调查的学前教育公共服务评价研究[J].当代教育论坛,2016,(04):43-49.
[12]林挺进,吴伟,于文轩,等.中国城市公共教育服务满意度的影响因素研究——基于HLM模型的定量分析[J].复旦教育论坛,2011,9(04):54-58.
[13]赵必华.影响教师工作满意度的因素:基于HLM的分析[J].教育科学,2011,27(04):30-34.