學(xué)前教育質(zhì)量保障與實現(xiàn)路徑——基于質(zhì)量文化的視角

摘要： 質(zhì)量文化作為一種旨在持續(xù)改進(jìn)質(zhì)量的組織文化,強調(diào)質(zhì)量是組織成員的共同責(zé)任和價值觀念,質(zhì)量文化建設(shè)過程就是機構(gòu)不斷追求質(zhì)量提升的過程。質(zhì)量文化視角下的學(xué)前教育質(zhì)量保障在價值追求上強調(diào)質(zhì)量改進(jìn)的目的取向,提倡多主體參與下權(quán)力共生的主體取向,重視過程質(zhì)量的內(nèi)容取向以及追求自覺自信的文化取向?；谫|(zhì)量文化的學(xué)前教育質(zhì)量保障強調(diào)自上而下的質(zhì)量監(jiān)控的制度推力,更重視自下而上的機構(gòu)內(nèi)部質(zhì)量承諾的內(nèi)生力量,通過對話與信任實現(xiàn)上下聯(lián)動、內(nèi)外協(xié)同的學(xué)前教育質(zhì)量保障機制?；谫|(zhì)量文化的學(xué)前教育質(zhì)量保障的實現(xiàn)路徑包括發(fā)揮政府職能作用、增強機構(gòu)內(nèi)部自治與自信、建立機構(gòu)內(nèi)外交流與對話機制、加強機構(gòu)內(nèi)部溝通與教師賦權(quán)等。
Quality culture, as a type institutional culture, aiming at continuous quality improvement, emphasizes that quality is the shared responsibility and value of the members of the organization. The process of quality culture construction is the process of the organization's continuous pursuit of quality improvement. Preschool education quality assurance emphasizes quality improvement, advocates power symbiosis with multiple subjects as participators, attaches importance to process quality and pursues self-confidence. It emphasizes institutional power of top-down quality control, pays more attention to the endogenous strength of the internal bottom-up quality commitment, and realizes the quality guarantee mechanism with up-down linkage and internal coordination through dialog and trust. It could be realized through the following ways: bringing government function into active play, enhancing self-government and self-confidence within institutions, establishing communication and dialog mechanisms within and outside institutions, strengthening communication within institutions and empowering teachers.