Study On Quality Evaluation Of One-day Living Activities In Inclusive Kindergarten Classes

Quality improvement is not only a common trend in the development of preschool education in countries around the world,but also the value pursuit of the development of preschool education in China.The development of inclusive kindergartens is the key to solving “difficult to enter” and “expensive to enter”.It is also a major measure to ensure satisfactory education for the people,promote fair education,and guarantee and improve people’s livelihood.With the development of inclusive preschool education,the number of inclusive kindergartens has increased significantly.How to adhere to the connotation development and quality construction while grasping popularization is an urgent problem on the development path of inclusive kindergartens.This study focuses on the quality of one-day living activities in inclusive kindergartens in Chongqing.The purpose of this study is to present the current status of the quality of daily living activities in inclusive kindergarten classes.By analyzing its influencing factors,and exploring the ways to improve the quality of one-day living activities in inclusive kindergarten classes,this can provide some references for the quality of inclusive kindergarten education and even the quality of inclusive preschool education.The first is the theoretical basis of this study.Study draws on the theory of education equity,education evaluation,role identity and life education,and clarifies the theoretical connotation of the quality evaluation of daily life activities in inclusive kindergarten classes.Study puts forward the value orientations of quality evaluation such as fairness and quality,the combination of education and education,cultural responsiveness,and people-oriented,so as to construct a theoretical framework for the quality evaluation of daily life activities in inclusive kindergarten classes.Followed by the findings of this study.The study uses the "Chinese Kindergarten Education Quality Evaluation Scale(Urban Edition)" to conduct non-participatory observation and scoring of one-day life activities in 60 sample classes of 60 inclusive kindergartens in sample areas.The study collects real and effective data through interviewing with teachers or principals,and uses descriptive statistics,one-way analysis of variance,correlation analysis and other methods in SPSS 23.0 to analyze and process the collected data to present the research results.The study founds that the quality of one-day living activities in inclusive kindergartens is not significantly different between urban and rural areas,the nature of the park is significantly different,the level of the school is extremely significant,the teacher-child ratio is not significantly different,the teacher’s education difference is significant,the teacher’s teaching age difference is not significant and the number of childcare workers varies significantly.The third is the problem resolution and cause analysis of this study.Combining data analysis results,descriptions of field observations,and interviews with teachers,the following questions are drawn:(1)The quality of life activities in inclusive kindergartens is basically passing but generally low;(2)Significant differences in the quality of life activities of different inclusive kindergarten classes;(3)The quality of life activities in inclusive kindergarten classes at different levels is extremely different;(4)The quality of life activities of inclusive private kindergartens is worrying;(5)The quality of habit cultivation in the life activities of inclusive kindergartens needs to be improved urgently;(6)Inclusive kindergartens have insufficient understanding of the value of living activities.Based on data analysis and problem resolution,the study starts with subjective factors and objective factors,and analyzes the influencing factors of the quality of daily living activities in inclusive kindergarten classes.They are embodied in: subjective factors such as the influence of the headmaster’s conception,the identification and input of the teaching staff,the expectations and cooperation of the parents,and the implementation of the school’s hardware facilities,insufficient number of childcare workers,low qualifications,and lack of effective supervision of class-level life activities.Finally,there are suggestions for improving the quality of this study.Combining research conclusions and theoretical foundations,this chapter puts forward suggestions for improving the quality of one-day living activities in inclusive kindergartens from the macro,meso,and micro levels.At the macro level,including increasing financial investment and improving the physical environment of inclusive kindergartens;improving the supervision and management mechanism,focusing on the dynamic assessment of the quality of life activities;establishing a support relationship,and promoting the coordinated development of the quality of life activities in inclusive kindergartens.From a meso-level perspective,including the principal needs to clarify the value of life activities and to play a leading role;creating learning opportunities to improve the quality of teachers’ care and education;improving the supervision and management mechanism of the campus to effectively guarantee the quality of life activities.From a micro-level perspective,teachers need to improve their professional literacy and ensure the high quality and effective organization of life activities;make reasonable use of parental resources to fully realize home education;Expand the evaluation subject and form a diversified evaluation community.