本研究以“幼儿园教师‘评价与激励’能力”为核心内容，对其指标体系、诊断标准与发展模型进行了较为深入的研究。 研究分为五个部分展开。第一部分是问题提出及研究设计。研究以教师评价素养为理论视角，提出了幼儿园教师“评价与激励”能力的基本内涵，即幼儿园教师“评价与激励”能力是幼儿园教师在实际教育教学活动中引发幼儿动机并激励幼儿发展的专业能力，是基于评价契机进行教育决策的能力，是由多元行为性指标组成且可以经由专业、系统化的培训来持续提高的核心素质。本研究通过建构指标体系，设置幼儿园教师“评价与激励”能力发展的理想目标；通过建构诊断标准，提供幼儿园教师“评价与激励”能力发展的分层目标；通过建构发展模型，提供促进幼儿园教师“评价与激励”能力从现实水平逐步逼近理想目标的达成路径。指标体系、诊断标准和发展模型三者之间有机联系、层层递进，体现了幼儿园教师“评价与激励”能力发展的目标定位、目标分层到目标实现的连贯过程。 第二部分是幼儿园教师“评价与激励”能力指标体系的研究。指标体系是对幼儿园教师“评价与激励”能力发展目标的规约，是教师在“评价与激励”能力上的理想坐标，可以用来引导和统领幼儿园教师“评价与激励”能力的发展。指标体系的建构过程包括以下主要环节：第一，文献分析，明晰幼儿园教师“评价与激励”能力的内涵、结构与特点，进行理论研究；第二，比较研究——描述、解释、并置和比较，建构幼儿园教师“评价与激励”能力的基本维度和关键能力项指标，进行政策研究；第三，实践调研——焦点访谈、数据转录、编码分析和归纳总结，建构幼儿园教师“评价与激励”能力的基本维度、关键能力项和基本要求，完成实践建构；第四，运用三角互证法，将理论研究、政策研究与实践建构的成果进行并置碰撞，形成幼儿园教师“评价与激励”能力的指标体系（初稿）；第五，运用专家评议法，邀请30位专家对指标体系（初稿）进行评议，经完善后形成幼儿园教师“评价与激励”能力的指标体系（定稿）：由3个基本维度（一级指标）、8项关键能力项（二级指标）、13条基本要求（三级指标）组成，其中3个基本维度分别是：理解评价理念的能力、实施评价过程的能力、运用评价结果的能力。 第三部分是幼儿园教师“评价与激励”能力的诊断标准研究。诊断标准是基于幼儿园教师“评价与激励”能力的指标体系为教师自我评价和发展提供指引的分层目标。诊断标准的研究过程包括以下主要环节：第一，基于文献分析，阐释幼儿园教师“评价与激励”能力诊断标准的理论基础、内涵与框架，开展理论研究；第二，基于比较研究，对各国政策文件中有关幼儿园教师“评价与激励”能力分层的内容进行系统深入的文本分析，进行政策研究；第三，基于实践调研——焦点访谈、数据转录、编码分析、归纳总结，建构幼儿园教师“评价与激励”能力的典型行为表现及案例，完成诊断标准的实践建构；第四，运用三角互证法，将理论研究、政策研究和实践建构的研究成果进行并置与碰撞，初步形成诊断标准（初稿）；第五，进行专家评议，形成诊断标准（定稿）：由3个基本维度、13条基本要求和52条分层水平组成，并进行信效度检验。在完成诊断标准研制后，基于问卷调查法，运用“幼儿园教师‘评价与激励’能力自评表”，开展有关幼儿园教师“评价与激励”能力的现状调查。结果证明，幼儿园教师“评价与激励”能力的总体水平及其在三个基本维度的表现均处于水平二和水平三之间，在“运用评价结果的能力”维度得分最高，在“理解评价理念的能力”维度得分最低。 第四部分是幼儿园教师“评价与激励”能力发展模型的研究。发展模型是对如何促进幼儿园教师“评价与激励”能力发展、缩小能力诊断的实然水平与指标体系的应然目标之间差距的培训路径研究。幼儿园教师“评价与激励”能力发展模型的研究主要分为两部分：一是发展模型的建构研究；二是发展模型的应用研究。第一，建构研究过程分为三步：首先，运用文献法，进行理论基础研究，形成幼儿园教师“评价与激励”发展模型的理论稿；其次，运用焦点小组访谈法，进行实践基础研究，形成幼儿园教师“评价与激励”发展模型的实践稿；最后，进行发展模型的理论稿和实践稿的碰撞，形成本研究的发展模型——TOP发展模型。第二，应用研究过程通过运用合作行动研究法，实施三轮合作行动研究，验证该发展模型对于幼儿园教师“评价与激励”能力发展的效果，确定发展模型。 第五部分是综合讨论。首先，对幼儿园教师“评价与激励”能力的指标体系进行讨论：教师评价素养视角是其建构的基本视角，指标体系为幼儿园教师“评价与激励”能力发展提供了明确目标和路径指引。其次，对幼儿园教师“评价与激励”能力的诊断标准进行讨论：诊断标准是教师个体进行发展性评价的工具，是幼儿园等组织设计教师成长活动的参考依据，是指标体系与发展模型之间的桥梁。第三，对幼儿园教师“评价与激励”能力的发展模型进行讨论：TOP发展模型构建了幼儿园教师“评价与激励”能力发展的可操作路径和内容对象，是指标体系与能力诊断研制的归宿。最后，对幼儿园教师“评价与激励”能力发展所面临的挑战，也就是后续研究可能深入探索的地方进行了简要阐述。

Focusing on preschool teachers' competence of assessment and motivation, the dissertation has a deep research on its indicator system, diagnosis criteria and development model. The dissertation is divided into five parts. The first part describes the question and research design. This research takes the assessment literacy theory as the theoretical perspective, and puts forward a basic standpoint, which is preschool teachers' assessment and motivation competence means abilities of preschool teachers triggering children’s motivation and promoting children’s development, making decisions depending on assessment information, which is a core competence that is composed of multiple behavioral indexes and can be continuously improved through professional and systematic trainings. Then this study sets up the ideal target by constructing an indicator system, provides a stratification target of the level of the preschool teachers' assessment competence by constructing the diagnosis criteria, and provides the path from the real level to the target level of the preschool teachers' assessment competence by constructing the development model. The organic connection among the indictor system, the diagnosis criteria, and the development model reflects the coherent process of the development of the preschool teachers' assessment and motivation competence (target orientation, target stratification, and target achievement). The second part focuses on the indicator system of the preschool teachers' assessment and motivation competence. The indicator system is the ideal target which should be met by the preschool teachers and is the direction of the teachers’ professional development. The construction process of the indicator system is formed by five steps: first, the theoretical research starts from the definition of assessment and literacy, systematically analyzes the essence, key features, and structure of the preschool teachers' assessment literacy, and sets a three-in-one model of the assessment literacy which consists of knowledge, process, and product. Second, this part constructs the theoretical indicators of the preschool teachers' assessment and motivation competence, based on the comparative analysis of policy documents from different countries and regions. Third, this part constructs the practical indicators of the preschool teachers' assessment and motivation competence, through interviewing some excellent principals and teachers by the focus interview method. Forth, by using the Triangulation method, the researcher compares the theoretical research results with the political results and practical results, and initially forms the indicator system of the preschool teachers' assessment and motivation competence (Draft). Finally, the researcher, using the expert mentor method, invites 30 experts to review the indicator system (Draft). After the modification, the indicator system of the preschool teachers' assessment and motivation competence has been finished, which consists of 3 basic dimensions, 8 key skills, and 13 key basic requirements. The 3 basic dimensions are: understanding the assessment knowledge, implementing the assessment process, and using the assessment products. The third part studies diagnosis criteria of the preschool teachers’ assessment and motivation competence. While the indicator system stipulated the developmental target of the preschool teachers' assessment and motivation competence, the diagnostic criteria gives the hierarchical target of the recent development zone for teachers’ self-evaluation. The construction process is divided into the following steps: First, according to the developmental teacher assessment theory, we put forward the concept and framework of the preschool teachers' assessment and motivation competence. We also put forward the idea to form the competency diagnosis criteria of the assessment and motivation competence by using the distinction points and distinction criteria. Second, we use the comparative research method, based on the textual analysis on the teachers’ core competence, stratification standards of the professional literacy of preschool teachers from several representative states or regions, form the theoretical research results. Third, the study uses the focus group interview method and study the the practical distinction criteria and the stratified behavior performance of the preschool teachers in China, summarizing the level performances and selecting the typical cases of teachers. Forth, using the Triangulation method, the study compares the theoretical criteria to the political and practical criteria; we initially form the diagnostic criteria of four levels (first draft). Fifth, this step is to test the diagnostic criteria. The diagnostic criteria are reviewed by 25 experts, and the diagnostic criteria are formed by 3 basic dimensions, 13 key behaviors and 52 layer behaviors. Next, the researcher does a survey on the status of preschool teachers' assessment and motivation competence by using a questionaire called The Self-Assessment Form of the Preschool Teachers’ Assessment and Motivation competence. The result shows that the overall level of preschool teachers' assessment and motivation competence is in the middle, i.e. between the level two and the level three. Teachers scored the lowest in the dimension of the competence of “understanding the assessment knowledge”, and scored the highest in the dimension of the competence of “using the assessment products”. The fourth part is about the development model, which is a tool of improving the assessment and motivation competence levels of preschool teachers and it can be used to guide and train preschool teachers to understand the assessment knowledge, implement the assessment process, and use the assessment products. The construction process is divided into two big steps: first, the construction of the development model. Through the literature analysis, the research constructs the content resources of developing teachers’ assessment and motivation competence from the theoretical perspective. Then we construct the path resources of training preschool teachers’ assessment assessment and motivation competence from the practical perspective, and form a TOP path system, which means “Topic training, On-site operation, and Practical reflection”, in order to help deepen professional understanding, solve practical problems and enhance their own experiences. Then we combine the theoretical research results and practical research results, and construct the TOP development model. Second, we apply the TOP model through action research. The result shows that preschool teachers' assessment and motivation competence level has been significantly improved. The fifth part is a comprehensive discussion. First, the part discusses the indicator system of the preschool teachers’ assessment and motivation competence based on the assessment literacy, provides clear goals and guidelines for preschool teachers' assessment and motivation. Second, we discuss the diagnostic criteria of preschool teachers' ability to evaluate and motivate, which are the tools for individual developmental evaluation, the reference for designing the activities of preshcools and other organizations, bridging the indicators system and the development model. Third, we discuss the TOP development model, which constructs the operable path and content object of preschool teacher's development, and is the destination of the indicator system and diagnosis criteria. Finally, we summarize the challenges and solutions of the development of the preschool teachers’ assessment and motivation competence.