随着我国学前教育质量的不断提升，幼儿园、家庭、社区间协同共育，共同促进幼儿的成长与发展的重要性日益凸显。当前我国幼儿园较为重视协同共育实践，但对协同共育质量评估的关注较少。各国相关政策、研究与实践表明，自我评估或许是协同共育质量评估的一种有效方式。开展协同共育自我评估工作，也符合我国相关政策要求，但当前幼儿园在工作实践中仍然存在缺乏相关经验与适宜的评估工具，对协同共育自我评估“评什么”“怎么评”认识不清等问题。为此，本研究通过三个子研究，在梳理协同共育自我评估的国内外经验的基础上，通过理论研究与实证研究相结合的方式，制定并完善了协同共育自我评估指标体系与评估方案，以期为幼儿园开展协同共育自我评估工作提供参考与借鉴，提升幼儿园协同共育自我评估的效率与效果。

研究一为幼儿园、家庭、社区协同共育自我评估的国内外经验研究。选取了美国、加拿大、英国、澳大利亚、德国、爱尔兰、中国7个主要国家的相关政策、文件、研究等，通过使用文本分析法与比较研究法等方法，详细梳理文本中有关协同共育自我评估指标体系建构与评估方案设计的内容，并在此基础上总结出以下协同共育自我评估的国内外经验：1.结合幼儿成长发展与伙伴关系建构需要设计本土化的评估工具；2.在明确评估内容的基础上建构完善协同共育自我评估指标体系；3.设计科学高效的协同共育自我评估方案引导相关工作有序开展；4.得出科学评估结果以促进工作改进与常态化自我评估机制建立。

研究二为协同共育自我评估指标体系建构与评估方案设计研究。研究一中，研究者发现指标体系与评估方案是开展协同共育工作的重要工具，也是主要国家相关政策、研究与实践中共同关注的内容，因此研究二进一步聚焦于本土化的协同共育自我评估的指标体系的建构与评估方案的设计。研究二中主要运用德尔菲法，通过多轮专家意见征询，建构了包括家园社区沟通、家庭教育指导、家长与社区参与、教育资源整合与利用、数字技术与协同共育5个一级维度，14个二级维度与若干具体评估内容在内的协同共育自我评估指标体系，设计并完善了包括评估主体、评估程序、评估方法与工具三大要素的协同共育自我评估方案。

研究三为协同共育自我评估的实证研究。通过综合运用问卷调查法，访谈法等研究方法，研究者开展了相关实证研究，引导幼儿园使用研究二中编制的指标体系与评估方案开展协同共育自我评估工作，了解幼儿园协同共育工作现状，并从指标体系与评估方案的科学性，可行性，有效性，其中存在的问题，以及长期影响等方面验证二者的合理性与适宜性。研究发现，通过使用指标体系与评估方案，幼儿园对自身协同共育工作进行了较为系统的梳理，更加明确了相关工作中的成绩、问题与未来工作改进的目标和计划。此外，协同共育自我评估指标体系与评估方案在具备一定的科学性、可行性与有效性的同时，能够对幼儿园相关工作的开展产生长期影响。研究中也发现指标体系与评估方案存使用过程中存在对协同共育自我评估的内涵等解释不清，幼儿园未能将指标体系与评估方案结合起来使用，部分评估指标未能很好契合幼儿园协同共育实践等问题。

为推动幼儿园协同共育自我评估评估实践的进一步完善，应进一步建构科学合理的协同共育自我评估指标体系，设计适宜有效的协同共育自我评估方案，并促进幼儿园协同共育自我评估工作的有序开展。幼儿园协同共育自我评估的研究方面，希望未来相关研究能够进一步关注以下内容：丰富研究对象以开展比较研究；关注如何在自我评估的基础上改进相关工作；将幼儿园自我评估与政府督导评估相结合。

With the continuous improvement of the quality of preschool education in China, the importance of collaborative education among kindergartens, families, and communities to jointly promote the growth and development of young children is becoming increasingly prominent. Currently, kindergartens in China attach great importance to the practice of collaborative education, but there is less attention to the quality assessment of collaborative education. Relevant policies, researches, and practices in various countries have shown that self-assessment may be an effective way to assess the quality of collaborative education. Conducting self-assessment for collaborative education is also in line with policy requirements in China. However, there are still problems in the current practice of kindergarten, such as a lack of relevant experience and appropriate assessment tools, and unclear understanding of the content and process of collaborative self-assessment. To this end, this study conducted through three sub studies, based on the domestic and international experience of collaborative self-assessment, and through the combination of theoretical and empirical research, developed a collaborative self-assessment indicator system and designed an assessment plan, in order to provide reference for kindergartens to carry out collaborative self-assessment and improve the efficiency and effectiveness of collaborative self-assessment in kindergartens.

Study 1 is a domestic and international empirical study on the self-assessment of collaborative education among kindergartens, families, and communities. The researcher selected relevant policies, documents, and studies from 7 major countries, including the United States, Canada, the United Kingdom, Australia, Germany, Ireland, and China. Through the use of text analysis and comparative research methods, sorted out the content of the construction of indicators and the design of assessment plan for collaborative education self-assessment, and summarized the following domestic and foreign experiences of collaborative education self-assessment: 1. Design localized assessment tools based on the needs of children's growth and the development of partnership relationship; 2. On the basis of clarifying the evaluation content, construct and improve a self-assessment indictor system for collaborative education; 3. Design a scientific and efficient collaborative self-assessment plan to guide the orderly development of the work; 4. Obtain scientific assessment results to improve the work and establish a normalized self-assessment mechanism.

Study 2 focuses on the construction of a self-assessment indicator system for collaborative education and the design of an assessment plan. In Study 1, researcher found that indicator system and assessment plan are important tools for carrying out collaborative education work, and they are common concerns in relevant national policies, research, and practice. Therefore, in Study 2, focus is placed on the construction of indicator system and the design of assessment plan for collaborative self-assessment. In Study 2, the Delphi method was used, and finally the researcher constructed the self-assessment indicator system , including five first level dimensions of kindergarten-home-community communication, family education guidance, parents and community participation, integration and utilization of educational resources, digital technology and collaborative education, 14 second level dimensions and several specific assessment contents, and designed a self-assessment plan, including assessment subjects, assessment procedures, assessment methods and tools.

Study 3 is an empirical study on collaborative education self-assessment. Through the comprehensive use of research methods such as questionnaire survey and interview, the researcher guide kindergarten to use the indicator system and assessment plan developed in Study 2 to carry out self-assessment of collaborative education, understand the current situation of collaborative education in kindergartens, and verify the rationality and suitability of the indicator system and assessment plan. Research has found that through the use of indicator system and assessment plan, kindergartens have systematically organized their collaborative education work, clarifying the achievements, problems, and future work improvement goals and plan in the work. In addition, researcher have found that the self-assessment indicator system and assessment plan for collaborative education not only have certain feasibility and effectiveness, but also have a long-term impact on the development of kindergarten. In this study, it was also found some problems during the use of the indicator system and assessment plan: unclear explanations for the connotation of self-assessment in collaborative education; kindergartens failed to combine the indicator system with the assessment plan; and some assessment indicators did not fit the practice of collaborative education in kindergartens well.

For further improvement of the related practice, researcher proposed the following suggestions: constructing a scientific and reasonable self-assessment  indicator system for collaborative education, designing suitable and effective self-assessment plan, and orderly development of collaborative education self-assessment work. And researcher hopes that future researches can pay attention to the following content: enrich research subjects and conduct comparative research, how to improve related work based on self-assessment, and combine kindergarten self-assessment with government supervision and assessment .