Research On The Design Of Kindergarten-based Course Evaluation System From The Perspective Of Multiple Collaboration

To adapt to the times and developments in elementary education reform,the development of the school-based curriculum has gradually received the attention of preschool educators and has gradually been developed.Nowadays,almost every kindergarten has its own kindergarten-based curriculum,However,the quality of kindergarten curriculum development also falls short of the requirements of the reform.There are many reasons for this situation,such as the development of kindergarten-based curricula only to fulfill policy tasks and the substandard professionalism of teachers,which may result in a sub-standard quality of education.Assessment is an integral part of every element of the school curriculum.The presence or absence of the process of evaluation in the kindergarten’s school-based curriculum program is also one of the most important factors affecting the smooth development and implementation of the school-based curriculum.Curriculum evaluation is crucial to programme development,as it serves as a discriminator and guide,showing the way to the development of the program and identifying gaps in the program.Through continuous assessment of the curriculum,the quality of kindergarten education can be improved,so that children can develop more comprehensively and teachers’ professionalism can be improved.However,a scientific,logical,and operational evaluation system is essential for the evaluation of kindergarten-based curriculum to be effective.However,in practice,kindergartens have problems in knowing what to evaluate and how to evaluate it.Teachers’ lack of expertise in curriculum evaluation and lack of free time to evaluate the curriculum are specific reasons that hinder the evaluation of kindergarten-based curriculum.Therefore,the construction of a suitable evaluation system for kindergarten-based curriculum is an urgent task for kindergarten-based curriculum development and practice.Who should evaluate? How to evaluate? For whom? How to construct a scientific curriculum evaluation system and other issues,based on the full absorption of relevant research results of curriculum evaluation at home and abroad,to construct a garden-based curriculum evaluation system from the perspective of multiple synergies;using literature analysis,survey method,hierarchical analysis and other methods,closely around the "garden-based curriculum evaluation" The following research is conducted on the theme of "garden-based curriculum evaluation".The first part is the introduction.The first part is the introduction,which explains the background and significance of the study on the evaluation of school-based curriculum in the context of multiple and collaborative approaches.The first part is a literature review of the existing research on the evaluation of school-based curriculum and the synergistic approach,a description of the research design,and an overview of the ideas and innovations of the study.The second part is the connotation and foundation of school-based curriculum evaluation in the context of multiple and collaborative approaches.After clarifying the connotation of school-based curriculum evaluation in the context of multiple synergy,the theoretical foundations used in this study are introduced,namely,multiple synergy theory and CIPP evaluation model.The third part of the study is the evaluation of kindergarten-based curriculum in kindergarten Y.The third part of the study is a survey of the current situation of the implementation of school-based curriculum evaluation in kindergarten Y.A questionnaire and an interview were used to survey the teachers of kindergarten Y.The questionnaires were distributed to teachers to understand the implementation of school-based curriculum evaluation and to provide a practical guarantee for the construction of the school-based curriculum evaluation system in this paper.The interview method was used to supplement what could not be understood by the questionnaire survey,and to fully understand the current situation of the implementation of the school-based curriculum evaluation in kindergarten Y.The fourth part of this paper is about the construction of a school-based curriculum evaluation system in a multifaceted and collaborative perspective.This chapter focuses on the value orientation of the garden-based curriculum evaluation study in a pluralistic perspective,clarifying the impact of pluralism,synergy,and evaluation on the garden-based curriculum,and advocating the use of multiple subjects to evaluate the garden-based curriculum in a variety of ways,which is reflected in the concept of being able to use this evaluation system to examine the problems in the garden-based curriculum,so as to achieve the purpose of synergy between the curriculum and the kindergarten.Second,the design principles of this study are described,categorizing this study is design principles as scientific and humanistic,pluralism and independence,stability and dynamism,and orientation and practicality.The specific personnel of the evaluation are clarified,and the pluralistic subjects are emphasized for evaluation.The last is to improve the evaluation system of life education garden-based curriculum,using hierarchical analysis to analyze the weight of each indicator to ensure the logic as well as the scientific nature of the indicators.This framework only provides a blueprint and professional support for the implementation of life education garden-based curriculum evaluation,which can be adjusted according to the actual situation and needs of kindergartens in the specific implementation.The last part is the conclusion.It summarizes the results and shortcomings of this study and points out the directions for further research.