幼儿园教师培训效果评价是对幼儿园教师培训质量的重要监管，是反思幼儿园教师培训质量的重要依据，是教师反思自身受训质量的基础，是提升教师队伍建设质量坚实依据。现今，在“学前教育热”的大背景下，越来越多的机构开办幼儿园教师培训班，园所内也重视开展幼儿园教师培训，良莠不齐的幼儿园教师培训究竟能否提升幼儿园教师的质量呢？为此，本研究立足幼儿园教师培训的效果评价，旨在挖掘培训背后的实效性，从而建构幼儿园教师培训效果评价模型，达到切实提升幼儿园教师培训质量、提升教师队伍建设质量的目的。本研究基于混合研究方法，（1）系统梳理了幼儿园教师培训评价模型的目标、内容、路径、价值等；（2）理论建构了幼儿园教师培训效果评价模型，包括目标、内容、路径、价值等；（3）实证建构了幼儿园教师培训效果评价模型，包括目标、内容、路径、价值等；（4）干预研究修正并最终确定幼儿园教师培训效果评价模型。本研究共分为八章，具体如下： 第一章是问题提出。本章分为问题提出和文献综述两部分。问题提出部分指出本研究的选题缘由和研究意义。因为幼儿园教师培训效果评价研究是政策与现实的导向与呼声、幼儿园教师培训效果评价是实践工作者的迫切需要，故开展本研究。研究意义主要有两点，其一，理论层面系统梳理幼儿园教师培训效果评价的理论基础、本质、内容、路径、主体等，扩展了已有研究的深度和广度；其二，实践层面上，为幼儿园培训工作、管理工作、教师自身、培训研发等实践工作者提供了适宜的效果评价模型，以评促培并提升教师队伍质量。文献综述部分，论述了幼儿园教师培训效果评价的理论基础、本质、内容、路径、主体等相关研究，解析已有研究的启示与不足。 第二章是研究设计。本章共分为五个部分，第一，核心概念界定共界定幼儿园教师、教师培训、培训效果评价、评价模型四个概念；第二，介绍了本研究辅助的理论基础，分别是教师专业发展理论和教育目标分类学理论，分别介绍了其理论阐释和在本研究中的理论应用；第三，研究目标介绍了本研究的主要研究问题，共有五个研究问题：幼儿园教师培训效果评价模型的理论建构、幼儿园教师培训效果评价模型的实证建构和幼儿园教师培训效果评价模型的干预方案设计研究、干预方案实施研究和干预方案验证研究；第四，研究内容细致阐述了本研究的研究问题，主要包括五个研究问题的子研究问题；第五，研究思路介绍了本研究的总体研究思路和具体研究思路，绘制了相关研究技术路线图；第六，研究方法介绍了本研究主要的研究方法，混合研究方法指导下的比较研究法、焦点小组访谈法、问卷法和行动研究法；第七，介绍了本研究的拟创新之处。 第三章是幼儿园教师培训效果评价模型的理论建构。本章共分为三个部分，第一，幼儿园教师培训效果评价模型的理论构想，通过理论视角的解读进行理论模型的建构；第二，幼儿园教师培训效果评价模型的比较研究，通过比较法进行不同国家的比较分析，析出幼儿园教师培训效果评价模型的4个基本维度和20个核心评价项；第三，幼儿园教师培训效果评价模型的理论初建，通过已有的文献资料、比较分析研究成果进行理论初建，包括评价目标、评价内容及指标体系、评价路径和评价价值。 第四章是幼儿园教师培训效果评价模型的实证建构。本章共分为四个部分，第一，幼儿园教师培训效果评价模型的实践调查，通过访谈法进行资料处理与分析，访谈结果与理论建构相一致，研究者进行梳理并补充了理论研究的相关内容，共形成4个基本维度、20个核心评价项和44条三级指标；第二，幼儿园教师培训效果评价模型的实践调查，通过问卷法使用SPSS和AMOS进行幼儿园教师对培训效果评价内容指标体系的信效度检验，结果表明其内部一致性很好，信度水平很好，效度结构尚可；第三，幼儿园教师培训效果评价模型的理论与实践互证，将理论建构初稿和实践调查的数据进行比对和分析，形成实践建构初稿，确定了4个基本维度、20项核心评价项、44项三级指标；第四，通过德尔菲法对幼儿园教师培训效果评价模型进行验证，通过专家评议表请理论型和实践型的专家对幼儿园教师培训效果评价模型进行评议与建议，进行一轮专家评议的处理、分析与修订，结果表明专家对4个基本维度有100%认可，对4项三级指标有细微建议，研究者据此进行调整，并最终形成幼儿园教师培训效果评价模型的实践建构确定稿。 第五章是设计干预方案。本章共分为三个部分，第一，干预方案理论构想，通过干预方案的理论支撑和理论构想，形成本研究的干预方案构想；第二，干预方案模型建构，包括总体干预方案模型和四轮干预方案模型；第三，干预方案设计，通过干预方案的计划、干预内容的设计、干预思路的形成和干预工具的研发，形成本研究的干预方案。 第六章是实施干预方案。本章共分为两个部分，第一，行动研究实施过程，通过干预方案实施的设计、干预方案实施的过程和干预方案实施的路径图进行干预方案的过程实施；第二，行动研究实施的过程记录，研究者对测评人员干预实施进行过程记录，同时对测评人员实施操作进行观察记录，以便后续的研究和分析。 第七章是验证干预效果。本章共分为三个部分，第一，幼儿园教师培训效果评价模型的验证效果分析，从幼儿园教师培训效果评价目标、内容及指标体系、路径和价值进行效果分析，最终确定了4个基本维度、19个核心评价项和43条三级指标；第二，幼儿园教师培训效果评价模型培训的验证效果分析，从培训的反应层、学习层、行为层和成果层进行分析；第三，幼儿园教师培训效果评价工具的验证效果分析，通过对测评人员的观察记录表和访谈析出观察工具和访谈工具的使用适宜度和使用建议，最终确认幼儿园教师培训效果评价模型的观察工具和访谈工具。 第八章是综合讨论。本章主要分为幼儿园教师培训效果评价模型建构研究的综合讨论、幼儿园教师培训效果评价模型干预研究的综合讨论和有待进一步研究的问题讨论，共三个部分。第一，理论建构和实证建构均表明幼儿园教师培训效果评价目标应以教师进阶性发展为首要目标，评价内容应以全面体系化模型为重要内核，应以多元科学化操作为基本载体，应以行为成效性改善为最佳期待；第二，从干预检验研究中析出干预研究是幼儿园教师培训效果评价模型完善的重要途径、应具备使用培训，提升使用的适切性、应验证工具价值，确定工具的适宜性；第三，有待进一步讨论的问题主要是幼儿园教师培训效果评价模型内容指标体系的效度有待提高、对三级指标有待深度研究、对指标分层有待进一步研究。

The evaluation of kindergarten teachers ' training effectiveness is the important supervision and control of kindergarten teachers ' training quality, is an important basis to reflect on the quality of kindergarten teachers ' training, is the basis for teachers to reflect on the quality of their traines, and is the basis of improving the quality of teachers ' construction. Nowadays, under the background of "preschool education fever", more and more institutions offer training courses for kindergarten teachers, and the park also arranges various kinds of kindergarten teachers ' trainings, so the complicated kindergarten teacher training can help the kindergarten teachers ' quality improvement. Therefore, based on the effect evaluation of kindergarten teacher training, this research aims at excavating the actual effect of training, thus constructing the evaluation model of kindergarten teacher training effectiveness, so as to effectively improve the kindergarten teacher training project and improve the quality of teachers. Based on the Hybrid method, (1) The paper systematically combs the theoretical contents of the goal, content，path and value of kindergarten teacher training evaluation model, (2) The system constructs the evaluation model of kindergarten teacher training effect, including the theory construction of goal, content，path and value etc. (3) The system tests the evaluation model of kindergarten teacher training effect, including the goal, content，path and value etc, (4) revise the evaluation model of kindergarten teacher training effect. This study is divided into eiBNU-S4t chapters, as follows: The first chapter is the question. This chapter is divided into two parts: problem-making and literature review. Part of this paper reveals the reason and significance of this research. Because the evaluation of kindergarten teacher training effect is the direction of policy and reality, and the evaluation of kindergarten teacher training effect is the urgent need of practical workers, so this research is carried out. The research significance mainly has two points, one, the theory level system combs the kindergarten teacher Training Effect Appraisal Theory Foundation, the essence, the content, the path, the main body and so on, expanded has already studied the depth and the breadth; second, practice level, for the kindergarten training work, the management work, the teacher itself, Training and development practitioners provide a suitable model of effectiveness evaluation, throuBNU-S4 evaluation to promote training and improve the quality of teachers. The literature review part, elaborated the kindergarten teacher training Effect Appraisal Theory Foundation, the essence, the content, the path, the main body and so on related research, the analysis already has the research enliBNU-S4tenment and the insufficiency. The second chapter is the research design. This chapter is divided into five parts, first, the core concept defines a total of four concepts of kindergarten teachers, teacher training, training effectiveness evaluation and evaluation model; Secondly, the author introduces the theoretical basis of this research, which is the theory of Teacher professional development and the theory of educational goal taxonomy respectively, and introduces its theoretical explanation and theoretical application in this research. Third, the research objective introduces the main research problems in this study, there are five research problems: The theory construction of kindergarten teacher training effect evaluation model, the demonstration construction of kindergarten teacher training effect evaluation model and the intervention scheme design research of kindergarten teacher training effect evaluation model, intervention program implementation Research and intervention program validation research;Finally, the research contents of this research are elaborated, this paper mainly includes five research questions. The research idea and the concrete research idea, and draw the relevant research technology road map; The research method introduces the main research methods of this research, The comparative research method, focus group interview method, questionnaire method and action research method under the guidance of mixed research methods; The third chapter is the theoretical construction of kindergarten teacher training effect evaluation model. This chapter is divided into three parts, first, the theoretical concept of kindergarten teacher training effect evaluation model, throuBNU-S4 the interpretation of theoretical perspective to construct the theoretical model; second, the comparative study of the evaluation model of kindergarten teacher training effect, throuBNU-S4 comparative analysis of different countries, Four main dimensions and 20 core evaluation items of the evaluation model of kindergarten teacher training effectiveness; Third, the theory of kindergarten teacher training effect evaluation model was built, and the theory was built throuBNU-S4 the existing literature and comparative analysis, including the evaluation target, content and index system, evaluation path and evaluation value. The fourth chapter is the empirical construction of kindergarten teacher training effect evaluation model. This chapter is divided into four parts, first, the practice investigation of kindergarten teacher training effect evaluation model, throuBNU-S4 the interview method carries on the data processing and the analysis, the interview result and the theory construction are consistent to be able to precipitate 4 basic dimensions, 18 core evaluation items and 38 Three grade index, the researcher Combs and supplements the relevant content of the theory research, A total of 4 basic dimensions, 20 core evaluations and 44 level three indicators; Secondly, the practical investigation of the evaluation model of kindergarten teachers ' training effect, using SPSS and Amos to carry on the test of the reliability and validity of the content index system of kindergarten teachers ' evaluation of training effect throuBNU-S4 questionnaire, the results show that the internal consistency is very good, The reliability level is very good, the validity structure is OK; Thirdly, the theory and practice of the evaluation model of kindergarten teacher training effectiveness are compared and analyzed, the first draft of the theory is constructed and the data of the practice investigation is made, and the first draft of the practice is established, and four basic dimensions, 20 core evaluation items and 44 Three grade indexes are determined. The evaluation model of kindergarten teacher training effect is validated by Delphi method, the expert review table invites the theoretical and practical experts to comment on the evaluation model of kindergarten teacher training effect, and to conduct a round of expert comments processing, analysis and revision, the results show that the experts have 100% recognition of the four dimension, There are some suggestions on the 4 three-level evaluation items, and the researchers adjust them accordingly, and finally form the practical construction of the evaluation model of kindergarten teacher training effect. The fifth chapter is the design intervention program. This chapter is divided into three parts, first, the Theory of intervention program, throuBNU-S4 the theoretical support of the intervention program and theoretical ideas, the formation of the intervention plan; Secondly, the model of intervention scheme is constructed, including the model of total intervention program and four-round intervention program model; third, the design of intervention programmes, throuBNU-S4 the planning of intervention programmes, The intervention program is formed by the design of the intervention content, the formation of the intervention idea and the research and development of the intervention tools. The sixth chapter is the implementation of intervention programs. This chapter is divided into two parts, first, the action research implementation process, throuBNU-S4 the design of intervention programme implementation, the process of intervention programme implementation and the path map of intervention programme implementation, the process of intervention programme implementation At the same time, the evaluation personnel to carry out the operation of observation records for subsequent research and analysis. The seventh chapter is to verify the effect of intervention. This chapter is divided into three parts, first, the effectiveness of the evaluation model of kindergarten teacher Training effectiveness analysis, from the kindergarten teacher training effectiveness evaluation objectives, content and index system, path and value of the effect analysis, and finally determined four basic dimensions, 19 core evaluation and 43 level three indicators; second, Effectiveness analysis of training effectiveness evaluation model of kindergarten teacher training, from the training of the reaction layer, learning layer, behavior layer and results layer analysis; Third, the effectiveness of the evaluation tool for kindergarten teacher training effectiveness analysis, throuBNU-S4 the observation of the assessment staff and observation of the observations of the interview tools and the use of the interview tools and recommendations, Observation tools and interview tools to confirm the evaluation model of kindergarten teacher training effect. The eiBNU-S4th chapter is a comprehensive discussion. This chapter mainly divides into the kindergarten teacher training effect appraisal Model construction Research comprehensive discussion, the kindergarten teacher training effect appraisal Model intervention Research comprehensive discussion and waits for further research question discussion, altogether three parts. First, both theoretical construction and empirical construction indicate that the goal of kindergarten teacher training effect evaluation should take the teacher's advanced development as the primary goal, the content should take the comprehensive and systematic model as the important core, and should take the pluralistic and scientific operation as the basic carrier, and improve the behavior effectiveness as the best expectation. Second, the intervention research from the intervention test is an important way to improve the evaluation model of kindergarten teacher training effectiveness, should have the use of training, improve the suitability of use, should verify the value of tools, determine the suitability of tools; third, The main problems to be further discussed are the validity of the content index system of kindergarten teacher training effect evaluation model, the further study on the level three index and the need for further research on the index stratification.