确保幼儿园提供良好的饮食环境对幼儿的健康成长至关重要。近年来，幼儿的饮食营养与健康问题备受关注，我国相继出台了相关政策，对幼儿园饮食环境提出了基本要求。然而，当前我国幼儿饮食环境质量水平状况不明，且要实现高质量发展，不能仅满足于基本规范，因此，需深入评估幼儿园饮食环境现状并在此基础上制定针对性的干预方案。目前，我国对幼儿园饮食环境的研究尚处于初步阶段，评量工具也相对滞后，难以满足了解幼儿园饮食环境现状的需求。为解决这一问题，急需在充分考虑国际共识和国内特色的基础上，制定适用于我国的幼儿园饮食环境评估工具评估我国幼儿饮食环境现状并据此制定有效的干预方案，以推动幼儿园饮食环境高质量发展。本研究以编制幼儿园饮食环境评估工具为切入点，探讨我国幼儿园饮食环境现状，并基于实证研究和文献回顾编制和实施适用于我国的幼儿饮食环境干预方案，以提升幼儿饮食环境的质量水平。本研究从幼儿饮食环境质量评估和干预两个方面进行了三个系列研究，主要研究结果如下：

    研究一旨在开发《幼儿园饮食环境评量表》评估工具。在设计《幼儿园饮食环境评量表》时，依据已有研究形成的指标体系，在确定评估任务和评估规则的基础上，通过分析国际权威托幼机构饮食环境评估工具和我国相关政策，初步确立了《幼儿园饮食环境评量表》的评估项目，并通过对专家学者和一线工作人员的咨询进行了调整。为验证《幼儿园饮食环境评量表》作为评估工具的适用性，从信度和效度两个方面对量表进行了考察，结果表明《幼儿园饮食环境评量表》具有较高的信效度。本研究最终形成了包括 55 个评估项目的《幼儿园饮食环境评量表》。

    研究二基于研究一研制的《幼儿园饮食环境评量表》，旨在在实践中运用评估工具，通过对 9 所幼儿园的 22 个班级的评估，考察了当前幼儿园饮食环境的总体现状及特征。研究发现：在总体现状方面，所调查的幼儿园的饮食环境整体处于中等偏上水平，其中，饮食环境的饮食教育维度表现最佳，饮食管理水平最为欠缺，教师进餐期间的护理和食物和水的提供方面有待提升。公办园和民办园的饮食环境质量水平有所差异。

    研究三在研究一和研究二的基础上，进一步深入，确立“干预什么”以及“如何干预”的问题，构建并实施了幼儿园饮食环境的干预方案。具体而言，通过研究二探讨了幼儿园饮食环境的现状，为研究三的干预提供了现状基础；研究三进一步明确了干预对象、并借鉴 NAP SACC 干预项目的经验，以社会认知理论为依据，参照我国幼儿园饮食环境的实际情况，设计了干预内容、方法、形式等，并对我国 2 所幼儿园的 8 位工作人员实施了为期 5 周的科学、精准、操作化的干预。干预采用了前后测实验设计，通过《幼儿园饮食环境评量表》对接受干预的幼儿园的饮食环境进行前后测，以检验幼儿园饮食环境干预方案的效果，结果显示幼儿园饮食环境干预方案能提高幼儿园饮食环境质量水平。

    第四，综合讨论。这一章内容首先回顾了整个研究，围绕“幼儿园饮食环境如何评”“幼儿园饮食环境评估结果为何”“如何提升幼儿园饮食环境”展开讨论，深化了对饮食环境评估、饮食环境现状、饮食环境干预的认识与理解。其次，为完善幼儿园饮食环境研究，提出如下三点建议：拓宽研究视野，注重国际共识与国内需求；发挥评估作用，以评促建切实提升幼儿园饮食环境；多维度提升，有效提高幼儿园饮食环境质量。再次，明确了本研究的三个创新之处，即开发了《幼儿园饮食环境评量表》这一评估工具、揭示了幼儿园饮食环境发展特点、设计并实施了幼儿园饮食环境干预方案。同时，本研究在评估项目全面性、被试规模化、研究丰富性等方面有待进一步完善。

    Ensuring a good dietary environment in kindergartens is crucial for the healthy growth of children. In recent years, issues related to children's dietary nutrition and health have received increasing attention, leading to the introduction of relevant policies in China, which set basic requirements for kindergarten dietary environments. However, the current quality status of kindergarten dietary environments in China is unclear, and achieving high-quality development requires more than just meeting basic standards. Therefore, it is necessary to conduct in-depth assessments of the  current situation of kindergarten dietary environments and develop targeted quality improvement plans based on these assessments. Currently, research on kindergarten dietary environments in China is still in its early stages, and assessment tools are relatively inadequate to meet the needs of understanding the current situation. To address this issue, there is an urgent need to develop assessment tools for kindergarten dietary environments that are applicable to China, taking into account international consensus and domestic characteristics, to assess the current situation and formulate effective quality improvement plans, thus promoting the high-quality development of kindergarten dietary environments. This study takes the development of a kindergarten dietary environment assessment tool as the starting point to explore the current situation of kindergarten dietary environments in China and develop and implement a quality improvement plan based on empirical research and literature review, aiming to enhance the quality level of kindergarten dietary environments. This study conducted three series of research on the assessment and quality improvement of kindergarten dietary environments, with the following main results:

    First,develop the "Kindergarten Dietary Environment Assessment Scale"  assessment tool. Based on existing research, an indicator system was designed for the assessment scale. After determining the assessment tasks and rules, the assessment items for the "Kindergarten Dietary Environment Assessment Scale" were preliminarily established through analysis of international authoritative preschool institution dietary environment assessment tools and relevant policies in China, and adjustments were made through consultation with experts, scholars, and frontline staff.  To verify the applicability of the "Kindergarten Dietary Environment Assessment Scale" as an assessment tool, its reliability and validity were examined. The results of the reliability test showed that the "Kindergarten Dietary Environment Assessment Scale" has high reliability and validity. This study ultimately formed the "Kindergarten Dietary Environment Assessment Scale" comprising 55 assessment items.  

    Second, based on the "Kindergarten Dietary Environment Assessment Scale" developed in Study One, aimed to utilize the evaluation tool in practice.  Through assessments of 22 classes in 9 kindergartens, the study investigated the overall status and characteristics of kindergarten dietary environments. The study found that in general, the dietary environment in the surveyed kindergartens was at a slightly above average level, with the dimension of dietary education performing the best and dietary management being the most lacking. Improvement is needed in teacher care during meal times and in the provision of food and water. There were differences in the quality of dietary environments between public and private kindergartens.  

    Third, building on Studies One and Two, further delved into the issues of  "what to intervene" and "how to intervene", establishing and implementing a quality improvement plan for kindergarten dietary environments. Specifically, Study Two explored the current status of kindergarten dietary environments to lay a foundation for the intervention in Study Three. Study Three further identified intervention targets,  drew on the experience of the NAP SACC intervention program, based on social cognitive theory, designed intervention content, methods, and forms, and implemented a 5-week scientific, precise, and operationalized intervention with 8 staff members from 2 kindergartens in China. The intervention adopted a pre-and-post-test experimental design, using the "Kindergarten Dietary Environment Assessment Scale" to conduct pre-and-post-tests on the dietary environments of the kindergartens that underwent intervention to test the effectiveness of the quality improvement plan.  The results showed that the quality improvement plan for kindergarten dietary environments can enhance the quality of kindergarten dietary environments.

    Fourth, a comprehensive discussion is provided. This chapter first reviews the entire study, focusing on discussions surrounding how to evaluate kindergarten dietary environments, the results of the evaluation, and how to improve kindergarten dietary environments, deepening the understanding of dietary environment assessment, current status, and quality improvement. Secondly, to enhance research on kindergarten dietary environments, three suggestions are proposed: expanding research horizons by focusing on international consensus and domestic needs; utilizing assessments to promote actual improvements in kindergarten dietary environments; and improving kindergarten dietary environments from multiple dimensions. Thirdly, the three innovations of this study are clarified: the development of the "Kindergarten Dietary Environment Assessment Scale" assessment tool, the revelation of the development characteristics of kindergarten dietary environments,  and the design and implementation of a kindergarten dietary environment intervention plan. Furthermore, this study is still in need of further improvement in terms of the comprehensiveness of assessment items, the scale of subjects, and the richness of research.