幼儿园教育质量的保障与提升是社会各界关注的热点问题，幼儿园教师教育观念和实践的制度化与幼儿园教育质量的控制与提升密切相关，然而有关外部幼儿园教育质量评价对幼儿园教师教育观念和实践的制度化的效果及作用机制研究比较薄弱，亟待研究者关注和进一步研究。然而已有研究较少关注幼儿教师参与外部教育质量评价的经验，缺失从组织和制度视角来分析外部教育质量评价的效果和作用机制。 本研究在梳理相关文献的基础上，基于新制度主义学派有关组织和环境关系、制度化机制的理论支撑，运用问卷法、Q技术和观察法和访谈法，以教师评价参与为主线，深入剖析了幼儿教师的外部教育质量评价参与经验与其教育观念和保教实践制度化的关系。首先，对幼儿教师的评价参与现状、教育观念的制度化和保教实践的制度化现状进行研究;其次，对幼儿教师评价参与类型及其各维度和教育观念制度化的关系进行考察；再次，对于幼儿教师评价参与类型及各维度和教师班级保教实践制度化的关系进行分析。 研究表明幼儿教师在评价中担任重要角色的次数较少，个人准备活动时间投入不合理，教师参与园所准备活动的频率存在差异，评价参与态度较矛盾，建园园时长、园所性质、教师年龄、学历、教龄和从业资格证类型对教师评价参与经验产生影响；“主动学习”、“以游戏为基本活动”和“重视儿童安全健康”以及反对“知识传授”、“教师高控”、“分科教学”和“反对儿童提供个性化照料与服务”的教育观念实现了高度制度化；班级空间设置、家具设备和游戏材料提供和一日生活活动组织等程序化、物质化的保教实践实现了高度制度化；不同 性质的教育观念、保教实践在不同评价参与类型教师群体中的制度化程度不同；教师评价参与的个人准备、园所准备和参与态度是影响教师教育观念制度化的重要因素，评价参与角色、个人准备、园所准备、参与态度对保教实践的制度化的影响作用不显著。 通过帮助教师建立积极的评价参与态度，为教师在评价活动中担任重要角色提供平等、充足的机会; 调整评价准备、实施活动中重结构性要素、轻过程性要素的不良倾向；将幼儿园外部教育质量评价标准具体化、情境化，将能够促进科学的一日生活活动组织和过程性教育行为的制度化。

Preservation and Improvement of kindergarten education quality was widely concerned, the institutionalization of kindergarten teachers' educational idea and practices is closely related to the preservation and promotion of the kindergarten education quality, external quality evaluation may promote the institutionalization of kindergarten teachers' educational idea and practices. However, research on the effect and mechanism of external kindergarten education quality evaluation is weak, which is urgent for researchers to pay attention to and study further. Existing studies have paid less attention to the external assessment participation of kindergarten teachers, and lack of analysis of the effectiveness and mechanism of external education quality evaluation from the perspective of organizations and institutions interaction. The research is based on the theoretical support of organization and environmental relations and the conception and mechanisms of institutionalization of new institutionalism school. It uses the questionnaire method, Q technology, observation method, and interview method, taking teachers' external evaluation participation as the main line, to analyze the relationship between the external evaluation participation experience and the institutionalization of the educational ideas and teaching practice. Firstly, it studies the status quo of kindergarten teachers' participation in the evaluation, the institutionalization of educational ideas and the institutionalization of teaching practice in classroom. Second, it examines the relationship between the type and dimensions of external evaluation participation and the institutionalization of educational ideas; At last, it examines the relationship between the type and dimensions of external evaluation participation and the institutionalization of teaching practice. Studies have shown that kindergarten teachers have fewer opportunities playing an important role in external evaluations, the time-spending for individual preparation activities is unreasonable, the frequency of teacher participation in kindergarten preparation activities varies, the attitude is more contradictory, kindergarten age, the nature of the institution, and teachers age, academic qualifications, teaching age and type of professional qualifications have an impact on teacher external evaluation participation experience; "active learning", "using games as a basic activity" , "emphasizing child safety and health" , and opposing "knowledge imparting" ," teacher control", " subject-teaching " and "opposing to provide personalized care and services",which all have achieved a high degree of institutionalization; the establishment of class space, furniture and game materials, and the organization of day-to-day living activities, which are proceduralized and materialized teaching practices, which have achieved a high degree of institutionalization too; Different educational concepts and teaching practices have different levels of institutionalization in different types of external evaluation participation;Personal preparation, kindergarten preparation and attitude are important factors influencing the institutionalization of teacher ideas, while these external evaluation participation dimensions have no significant effect on the institutionalization of teaching practice in classroom. Based on the above analysis , helping teachers to establish a positive external evaluation participation attitude, providing equal and sufficient opportunities for teachers to play an important role in evaluation activities is benefit; Adjusting unfavorable tendency, underestimating process quality elements in external evaluation preparations and implementing process; The specificization and contextualization of quality assessment standards will promote the institutionalization of positive educational activities and procedural education behavior.