2022年教育部印发的《幼儿园保育教育质量评估指南》着重强调重视过程质量评价，并突出以评促建，充分发挥评估的引导、诊断、改进和激励功能，其中激励功能是评估的四大功能之一。幼儿园过程质量评价是聚焦幼儿园教育活动过程质量的评价，是提高幼儿园教育质量的方式与保证。因此，在明晰幼儿园过程质量评什么与如何评的基础上，建构一个具有时代特征、中国特色、世界水平的全面系统、科学有效、易于解读、操作可行的幼儿园过程质量评价模型成为新时代的发展要义，以有效助推我国幼儿园教育质量提升。为达成前述目标，本研究基于循证研究范式展开了问题提出、研究设计、幼儿园过程质量评价的理论基础研究、幼儿园过程质量评价的指标分类与指标分层研究、幼儿园过程质量评价中的激励系统与激励策略研究、幼儿园过程质量评价模型建构及其发展研究和综合讨论一共七章的研究内容。

第一章是问题提出，主要是讨论“研究什么”、“为什么研究”和“已有研究动态如何”的问题。首先，解决“研究什么”的问题。本研究将研究题目解析为4个子研究问题，分别是：①从评估到支持性评估：幼儿园过程质量评估的理论基础研究；②科学评估：幼儿园过程质量评价的指标分类与指标分层研究；③以评促建：幼儿园过程质量评价的激励系统与激励策略研究；④评促结合：幼儿园过程质量评价模型及其发展研究；其次，解决“为什么研究”的问题。本研究从幼儿园过程质量评价的政策要求、现实呼吁、解决方案三大角度出发详细地阐述了选题缘由，同时，对本研究的研究意义进行阐述；最后，解决“已有研究动态如何”的问题。本研究对国内外相关文献进行了详细综述，通过对关键词“幼儿园过程质量”“幼儿园过程质量评价”“激励”“激励理论”“激励评价”“Motivation Psychology”“process evaluation”“kindergarten process quality”“kindergarten process quality evaluation”等文献进行梳理和分析幼儿园过程质量的内涵、维度；幼儿园过程质量评价的内涵、内容；激励的本质、内涵、策略、激励理论及激励评价的相关内容。基于以上文献进行已有研究的启示和不足，为下一步的研究设计和研究开展奠定了方向。

第二章是研究设计，主要针对“研究什么”进行细致地分解和系统的设计，即主要是进行“如何展开研究”，特别是“如何展开循序循证的系列子问题研究”。首先，基于问题解析对“过程质量”“过程质量评价”“过程质量评价模型”进行概念界定；其次，分别阐述了本研究的理论基础、研究目标和研究内容；再次，明晰了本研究的总体研究思路，即遵循“研究什么、为什么研究”“如何研究”“研究结果”和“未来研究”四步研究路径依次展开；然后，又明确了研究过程所经历的理论研究、实证研究、方案研究、行动研究四个阶段，具体内容如下：①对幼儿园过程质量评价的理论基础展开研究，形成幼儿园过程质量评价的模型构想；②对幼儿园过程质量评价指标分类与指标分层开展科学研究，形成幼儿园过程质量评价标准；③对幼儿园过程质量评价中的激励系统与激励策略展开研究，指向情境目标整合与情境过程激励；④建构幼儿园过程质量评价模型，并将评价模型转化为活动方案在幼儿园真实的教育教学情境中展开三轮行动研究，完善幼儿园过程质量评价模型。研究设计的最后一部分呈现的是每个研究阶段所使用的具体研究方法。

第三章是从评估到支持性评估：幼儿园过程质量评估的理论基础研究，即指向“幼儿园过程质量评价的理论基础”，包括激励心理学及其启示，过程质量的关键是教师的激励，并对幼儿园过程质量评价模型进行构想。本研究首先进行了激励心理学的相关研究，通过研究激励的主要内涵、主要价值，明晰了激励心理学对幼儿园过程质量评价的评价目标、评价过程产生的启示；其次，对幼儿园过程质量中教师激励的作用、价值展开研究，明确了幼儿园过程质量中教师激励有助于幼儿有意义学习过程的引发与达成以及教师激励对评价内容、评价情境与评价结果的强调与关注；最后，基于以上研究进行模型构想，第一，幼儿园过程质量评价内容指向以幼儿为核心的有意义互动；第二，幼儿园过程质量评价路径指向幼儿有意义的学习过程；第三，幼儿园过程质量评价需要在真实的教育教学情境中展开评价；第四，强调教师在幼儿园过程质量评价中的关键作用，即激励幼儿有意义的学习过程，在幼儿有意义的学习过程中展开评价，目的是以评促建。

第四章是科学评估：幼儿园过程质量评价的指标分类与指标分层研究，即指向“幼儿园过程质量评价标准研究”，包括指标分类与指标分层，通过理论研究和实证研究两个方面开展。首先，使用文献法经由“文本选择—文本梳理—文本并置—文本比较”的四步研究路径对“幼儿园过程质量评价指标”进行理论研究，初步完成幼儿园过程质量评价指标的建构；其次，使用专家评议法经由“明确评议目标—确定评议专家—研制评议工具—实施与回收资料—分析评议结果”五步研究路径对“幼儿园过程质量评价指标”进行实证研究，根据专家评议意见对“幼儿园过程质量评价指标”进行补充、修订和完善，得到了《幼儿园过程质量评价指标》（一稿）。再次，基于《幼儿园过程质量评价指标》（一稿）使用焦点小组访谈法经由“明确访谈目标—确定访谈对象—设计访谈工具—正式实施访谈—记录访谈文本—整理访谈资料”六步研究路径开展“幼儿园过程质量评价指标分层研究”，将获得的访谈资料进行细致分析得出幼儿园过程质量评价指标的分层，形成了幼儿园过程质量评价标准；然后，对建构的幼儿园过程质量评价标准进行信效度检验；最后，对经过信效度检验后的幼儿园过程质量评价标准进行专家评议，形成了《幼儿园过程质量评价指标分类与指标分层（终稿）》。

第五章是以评促建：幼儿园过程质量评价中的激励系统与激励策略研究，即指向幼儿园过程质量评价的激励系统与激励策略研究，包括：价值取向与功用设计、情境目标整合与情境过程激励、情境工具与激励策略四部分内容，对幼儿园过程质量评价中的激励系统展开全面研究。其中价值取向与功用设计指向幼儿园过程质量评价的意义和作用；情境目标整合主要基于指标分类建构的师幼互动、幼幼互动、幼物互动和幼事互动将其转化为目标，并对情境目标进行说明，即基于激励系统下的幼儿园过程质量评价情境目标是什么与如何做；情境过程激励主要基于激励心理学建构的主题探究活动幼儿学习五步路径即“产生需要、生发动机、操作探究、分享合作、创意迁移”五个环节进行设计，即基于激励系统下的幼儿园过程质量评价情境过程激励是什么与如何做。情境工具与激励策略则探讨幼儿园过程质量评价的工具与教师激励策略的应用。

第六章是评促结合：幼儿园过程质量评价模型及其发展研究，即指向“幼儿园过程质量评价模型建构及其发展”，包括模型建构与模型发展两部分。模型建构也就是基于上述研究成果建构幼儿园过程质量评价模型，并将模型转化为真实教育教学情境中的活动方案与评价工具，即幼儿园大班主题探究活动《十二生肖拼贴乐》及其评价工具表。模型发展就是在幼儿园真实教育教学情境中运用评价方案开展评价，进行三轮行动研究提升幼儿园过程质量评价模型，达成评促结合。具体包括行动研究的总体设计、第一轮行动研究、第二轮行动研究、第三轮行动研究和行动研究的结果五个部分内容。具体来说，每一轮行动使用行动研究法、观察法和访谈法等研究方法并经历“计划—行动—观察—反思”四个研究步骤，每一环节层层推动，持续展开。

第七章是综合讨论，主要解决“目前研究怎样”和“未来如何研究”的问题，即回溯本研究的研究结果并展望未来，包括研究讨论与研究展望两部分。本章主要对幼儿园过程质量评价的理论基础、幼儿园过程质量评价的指标分类与指标分层、幼儿园过程质量评价中的激励系统与激励策略、幼儿园过程质量评价模型建构与提升进行了综合性讨论。

In 2022, the Ministry of Education issued the Kindergarten Education Quality Assessment Guide, emphasizing the importance of process quality evaluation, highlighting evaluation to promote construction, giving full play to the evaluation of guidance, diagnosis, improvement and incentive functions, among which incentive function has become one of the four functions of evaluation. Kindergarten process quality evaluation focuses on the process quality evaluation of kindergarten education activities. The evaluation and improvement of kindergarten process quality plays an important role in ensuring and improving the quality of education. Therefore, clear what and how to evaluate the kindergarten process quality, and explore a set of comprehensive system, scientific and effective, easy to interpret, feasible kindergarten process quality evaluation model under the era characteristics, Chinese characteristics, the world level has become the development of the new era, effectively boost the quality of preschool education in China. Therefore, in order to achieve the above research objectives, based on the evidence-based research paradigm, this study has carried out seven chapters, including question proposal, research design, theoretical foundation research on kindergarten process quality evaluation, research on kindergarten process quality evaluation standards, research on incentive system in kindergarten process quality evaluation, construction and development of kindergarten process quality evaluation model, and comprehensive discussion.

The first chapter is the question raised, mainly discusses "what to study" and "why to study" questions. Firstly, the research topic is divided into four sub-research questions, which are: (1) From assessment to supportive assessment: the theoretical basis of kindergarten process quality assessment; (2) Scientific assessment: Study on index classification and index stratification of kindergarten process quality evaluation; (3) Promoting construction by evaluation: Research on incentive system and incentive strategy in process quality evaluation of kindergarten; (4) Combination of assessment and promotion: Study on process quality assessment model and its development in kindergarten; That was to solve the problem of "what to study"; Secondly, this study elaborated the reasons for the topic from three perspectives of policy requirements, realistic appeals and solutions of kindergarten process quality evaluation, namely to solve the problem of "why to study". Thirdly, after a brief description of the research significance, this study carried out a detailed review of relevant domestic and foreign literature. Through the keywords "kindergarten process quality "," kindergarten process quality evaluation", "incentive "," incentive theory ", "incentive evaluation", "Motivation Psychology", "process evaluation", After combing and analyzing literatures such as "kindergarten process quality", "kindergarten process quality evaluation", we can draw the following conclusions: connotation and dimension of kindergarten process quality; The connotation and content of kindergarten process quality evaluation; The essence, connotation, strategy, theory and evaluation of motivation. Finally, the inspirations and shortcomings of the existing studies based on the above literatures lay the direction for the next research design and development.

The second chapter is the research design, mainly for "what to study" detailed decomposition and systematic design, that is, mainly for "how to carry out research", especially "how to carry out a series of evidence-based subproblem research". Firstly, based on problem analysis, the concepts of "process quality", "process quality evaluation" and "process quality evaluation model" are defined. Secondly, the theoretical basis, research objectives and research content of this research are expounded respectively. Thirdly, the overall research idea of this study is clarified, that is, following the four research paths of "what to study, why to study", "how to study", "research results" and "future research"; Then, it defines four research stages in the research process, namely "theoretical research, empirical research, program research and action research". The specific contents are as follows: (1) Study the theoretical basis of the kindergarten process quality evaluation, and form the model conception of kindergarten process quality evaluation; (2) Carry out scientific research on the process quality evaluation index and index stratification to form the kindergarten process quality evaluation standard; (3) Study the incentive system in the process quality evaluation of kindergarten, pointing to the integration of situational goals and situational process incentive; (4) Construct the process quality evaluation model of kindergarten, and transform the evaluation model into an activity program. Conduct three rounds of action research in the real education and teaching situation of kindergarten, and improve the process quality evaluation model of kindergarten. The final section of the study design presents the specific research methods used in each study phase.

The third chapter is about "how to conduct the first research" and draw the "first research results" scientifically and normatively, that is, pointing to "the theoretical basis of kindergarten process quality evaluation", including motivation psychology and its enlightenment, the key of process quality is teacher's motivation, and the kindergarten process quality evaluation model is conceived. Firstly, this study studies the motivation psychology, respectively from the main connotation and value of motivation two aspects, and obtains the inspiration of motivation psychology to the quality evaluation of kindergarten process in the evaluation goal and evaluation process. Secondly, it studies the role and value of teacher incentive in the process quality of kindergarten. Finally, it constructs the model based on the above research. First, the content of kindergarten process quality evaluation points to meaningful interaction with children as the core. Secondly, kindergarten process quality evaluation path points to children's meaningful learning process; Thirdly, the process quality evaluation of kindergarten needs to be carried out in the real education and teaching situation. Fourthly, it emphasizes the key role of teachers in the quality evaluation of kindergarten process, that is, to stimulate children's meaningful learning process and carry out evaluation in the meaningful learning process of children, with the purpose of promoting construction by evaluation.

The fourth chapter is about "how to conduct the second research" and scientifically and normalize the "second research results", that is, pointing to "research on kindergarten process quality evaluation standards", including index classification and index stratification, carried out through theoretical research and empirical research. First of all, through the four-step research path of "text selection -- text combing -- text juxtaposition -- text comparison", the paper conducts theoretical research on the "kindergarten process quality evaluation index", and preliminatively completes the construction of kindergarten process quality evaluation index. Secondly, the expert evaluation method is used to conduct an empirical study on the "kindergarten process quality evaluation index". Based on the expert evaluation opinions obtained through the six-step research path of "determining evaluation objectives-designing evaluation tools-determining evaluation personnel-formally implementing evaluation-recovering evaluation data-analyzing evaluation results", the "kindergarten process quality evaluation index" is supplemented, revised and improved. Finally, the research result of this chapter is "Kindergarten process Quality Evaluation Index" (draft). Thirdly, based on the constructed process quality evaluation index of kindergarten, the framework of the process quality evaluation index of kindergarten is established first, and then the empirical research method is adopted to study the process quality evaluation index of kindergarten by stratification. Based on the six-step research path of "clear interview objectives - determine interview objects - design interview tools - formal implementation of interview - record interview texts - collate interview data", detailed analysis is carried out to obtain the stratification of kindergarten process quality evaluation indicators. Secondly, the reliability and validity of the kindergarten process quality evaluation criteria are tested. Finally, the evaluation standard of kindergarten process quality after reliability and validity test is evaluated by experts. Finally, the kindergarten process quality evaluation index classification and index stratification were formed (final draft).

The fifth chapter is about "how to conduct the third research" and scientifically and normalize the "third research result", which refers to the research on the incentive system in the quality evaluation of the kindergarten process, including: Value orientation and functional design, integration of situational objectives and situational process motivation, situational tools and motivation strategies are four parts of the incentive system in kindergarten process quality evaluation. The value orientation and function design point to the significance and function of kindergarten process quality evaluation; The integration of situational goals is mainly based on the teacher-child interaction, the child-child interaction, the child-object interaction and the child-child interaction constructed by the classification of indicators. The situational goals are transformed into goals, and the situational goals are explained, that is, what are the situational goals and how to evaluate the process quality of kindergarten based on the incentive system. Situational process motivation is mainly designed based on the five steps of children's learning path constructed by motivational psychology, namely "need generation, engine generation, operation exploration, sharing and cooperation, and creative transfer". It is designed based on the quality evaluation of kindergarten process quality under the incentive system, what situational process motivation is and how to do it. Situational tools and motivational strategies discuss the application of process quality assessment tools and motivational strategies.

The sixth chapter is about "how to conduct the fourth research" and scientifically and normalize the "fourth research results", which points to "the construction and development of kindergarten process quality evaluation model", including two parts: model construction and model development. Model construction is to construct a kindergarten process quality evaluation model based on the above research results, and transform the model into a program in real education and teaching situations, namely, the theme exploration activity of kindergarten senior class "Zodiac Collage" and its evaluation tool table. Model development is to carry out evaluation by using evaluation scheme in the real education and teaching situation of kindergarten, and carry out three rounds of action research to improve the evaluation model of kindergarten process quality, so as to achieve the combination of evaluation and promotion. It includes five parts: the overall design of action research, the first round of action research, the second round of action research, the third round of action research and the results of action research. To be specific, each round of action adopts research methods such as action research method, observation method and interview method, Each link is promoted and continuously carried out.

The seventh chapter is a comprehensive discussion, mainly discussing "how to study at present" and "how to study in the future". Based on the above research results, this chapter mainly discusses the theoretical basis of process quality evaluation in kindergarten, index classification and index stratification of process quality evaluation in kindergarten, incentive system of process quality evaluation in kindergarten, construction and improvement of process quality evaluation model in kindergarten.