基礎教育學報



從教育/幼教品質之定義看其對幼稚園評鑑制度之啟示

2006.第15卷第1期(Vol. 15 No. 1).pp. 37–53
 

從教育/幼教品質之定義看其對幼稚園評鑑制度之啟示

Definition of Quality of Early Childhood/Education — Implications for Kindergarten Evaluation

簡楚瑛(Chu-Ying CHIEN)

摘要

本文探討教育/幼教品質之定義,幼稚園評鑑制度之定義、目的、內容及其與教育/幼教品質的關係。從六個角度來看教育/幼教品質之定義,包括教育成果、標準的符合、不同利害關係人的角度、教育結構與過程、系統角度和全面品質管理。通過文獻分析發現教育/幼教品質之定義充滿主觀性、多元性及相對性,故無論以何角度來下定義,皆涉及主觀判斷。文末提出教育/幼教品質之定義對幼稚園評鑑制度的五點啟示。

關鍵詞:幼兒教育;評鑑;品質

Abstract

This article examines the definition of quality of early childhood/education and the definition, goals, and content of kindergarten evaluation in relation to this definition. The definitions of quality of early childhood education are discussed from six perspectives: outcome-determined quality; standard-based quality; views of different stakeholders; structural and process quality; quality related to the system and total quality management. The literature shows that there is an element of subjectivity, plurality and relativity in the definition. In other words, the quality of early childhood education is subjectively judged and defined no matter what perspective is taken. The author concludes with five implications of the definition of quality of early childhood/education for the evaluation of kindergartens.