教师积极的情感投入是教学取得成功的先决条件，是建立和谐师幼关系的纽带。当前随着课堂教学质量对人文主义和生命关怀的追求，对教师情感投入的强调和评估成为课堂教学质量评估的重要关切。在幼儿园阶段，集体教学活动作为我国幼儿园教育活动的重要组织形式，如何科学合理地组织和实施活动是幼儿园教师专业素养的重要要求，同时也是提升学前教育过程性质量的有效途径。集体教学活动中幼儿园教师积极的情感投入有利于调动幼儿情感参与和活动兴趣、实现集体教学的育人价值。然而当前仍然缺乏科学的评估方法和手段，难以实现集体教学活动下幼儿园教师情感投入的真实性和精确性评估。在此背景下，还原真实集体教学活动场景，科学评估幼儿园教师情感投入成为当务之急。视频分析技术以其记录真实教学、多维数据取证、多模态视角编码、可反复观看和易于保存等优势，逐渐成为课堂教学领域教师情感投入评估的重要方法。但纵观已有研究发现，幼儿园阶段集体教学活动中教师情感投入评估的相关研究仍然较为不足，缺乏适宜的视频分析技术工具，对幼儿园教师情感投入实践的把握不清晰。为破解这一困境，亟需加强幼儿园教师情感投入评估的理论构建和实证探讨，基于集体教学活动这一重要情境，采取适宜的评估方法技术，深化幼儿园教师情感投入评估的研究和实践。
为此，本研究遵循集体教学活动下幼儿园教师情感投入“评估指标构建-评估技术实现-评估结果分析”的逻辑思路，基于PAD情感理论、符号互动理论、多模态话语分析理论三大理论，采用融合量化研究和质性研究的混合方法研究范式展开幼儿园教师情感投入评估研究。围绕幼儿园教师情感投入“评什么”、“如何评”、“怎么样”三大关键问题，综合采用文本分析法、社会调查法和视频分析法，借助Ucinet 6.0 、Nvivo 11.0、ELAN 6.2、SPSS 22.0等质性和量化分析软件，科学构建集体教学活动下幼儿园教师情感投入评估指标体系，研制视频分析技术工具，基于视频标注评估幼儿园教师情感投入现况，以期为当前幼儿园教师情感投入的改善和提升提供实证依据。主要研究结果如下：
第一，集体教学活动下幼儿园教师情感投入评估指标体系构建。该研究旨在构建幼儿园教师情感投入评估指标体系，回答幼儿园教师情感投入“评什么”的问题，是后续各项研究的基础。首先，对幼儿园教师情感投入评估的价值取向进行分析发现，关注幼儿园教师情感投入对儿童本位立场的坚守，强调情感投入对过程性质量提升的作用，是当前幼儿园教师情感投入评估遵循的价值取向。其次，在价值取向的指引下，对集体教学活动下幼儿园教师情感投入评估指标体系进行理论构建。借鉴PAD情感理论，综合文本分析、教师访谈和现场观察的三角互证，通过共词矩阵分析和三级编码分析，初步确立集体教学活动下幼儿园教师情感投入的三维结构，即情感氛围、情感唤醒和情感调节，及其二级指标。再次，将初步构建的情感投入评估指标体系进行多轮次专家意见咨询，计算专家权威系数、协调系数，并根据专家意见进行指标修订和完善，最终构建出包含情感氛围、情感唤醒、情感调节三大维度，以及面部表情、声音语调、身体动作、语言词汇、空间距离等十六个二级指标在内的集体教学活动下幼儿园教师情感投入评估指标体系。
第二，集体教学活动下幼儿园教师情感投入评估的视频分析技术实现。该研究旨在研制适宜的评估技术工具，回答幼儿园教师情感投入“如何评”的问题，是评估具体实施的保障。研究旨在通过视频分析技术评估幼儿园教师情感投入，为此：首先，从视频分析技术记录真实教学、精确编码视频两方面论证了视频分析之于本研究幼儿园教师情感投入评估的合理性。其次，在集体教学活动下幼儿园教师情感投入评估的行为提取和基于ELAN的行为标注技术应用分析基础上，构建出容纳价值层、指标层、技术层在内的幼儿园教师情感投入评估的视频分析技术工具整合模型。最后，基于整合模型研制视频分析技术工具，经项目分析和信效度检验，最终确立了包含三大维度、十四个二级指标和若干可观测行为在内的集体教学活动下幼儿园教师情感投入评估的视频分析技术工具。该工具适合进行集体教学活动下幼儿园教师情感投入的评估。
第三，基于视频分析的集体教学活动下幼儿园教师情感投入评估现状。该研究旨在从情感投入总体特征、类型划分及其各类型特征三大方面揭示情感投入评估现状，回答幼儿园教师情感投入 “怎么样”的问题，是本研究的最终落脚点。首先，在总体特征方面，集体教学活动下幼儿园教师情感投入总体呈积极倾向，但各维度发展不均衡；情感氛围维度表现最好，情感唤醒维度表现中等，情感调节维度表现最差。其次，在类型方面，幼儿园教师情感投入存在积极投入型、中度投入型、低度投入型、消极投入型四种类型。各类型分布较不均衡，积极投入型占比最少，低度投入型和消极投入型占比较高。最后，各类型特征具体表现为：积极投入型教师情感投入的积极倾向、唤醒程度和可调节性均处于较高水平；中度投入型教师情感投入呈现积极倾向，唤醒程度较高，但缺乏调节性；低度投入型教师情感投入的积极倾向、唤醒程度和可调节性处于较低水平；消极投入型教师情感投入的积极倾向、唤醒程度、可调节性均最差。
第四，对幼儿园教师情感投入评估研究进行综合讨论并提出思考与建议。整体而言，本研究经历了从评估指标构建到评估技术实现再到评估结果分析的层层深入的研究路径，解决了幼儿园教师情感投入评估“评什么”“如何评”“怎么样”的重要问题。首先，围绕集体教学活动下幼儿园教师情感投入评估重要性、评估指标体系构建、评估技术实现和评估现状进行了深入地讨论，并尝试对幼儿园教师情感投入评估进行进一步地探讨。其次，立足研究的主要发现，围绕加强分析论证，优化集体教学活动下幼儿园教师情感投入评估指标体系构建；融合多元技术，深化集体教学活动下幼儿园教师情感投入评估技术手段创新；基于评估证据，着力提升集体教学活动下幼儿园教师情感投入质量三个方面提出相对应地思考与建议。

Teachers’ positive affective engagement is a prerequisite for successful teaching and a link to establish a harmonious teacher-child relationship. At present, with the pursuit of humanism and life care in the quality of classroom teaching, the emphasis and evaluation of teachers’ affective engagement has become an important concern in the evaluation of classroom teaching quality. In the preschool stage, group activities are an important organizational form of preschool education activities in China. How to organize and implement activities scientifically and reasonably is an important requirement for preschool teachers’ professional quality, and it is also an effective way to improve the quality of preschool education. The active affective engagement of preschool teachers in group activities is conducive to mobilizing children’s emotional participation and interest in activities, and realizing the educational value of teaching. However, there is still a lack of scientific evaluation methods to realize the authenticity and accuracy evaluation of preschool teachers’ affective engagement in group activities. In this context, it is imperative to restore the real group activity scene and scientifically evaluate the affective engagement of preschool teachers. Video analysis technology has gradually become an important method for evaluating teachers’ affective engagement in the field of classroom teaching due to its advantages of recording real teaching, multi-dimensional data forensics, multi-modal perspective coding, repeatable viewing and easy preservation. However, it is found that the relevant research on the evaluation of preschool teachers’ affective engagement in group activities is still relatively insufficient, lacking appropriate video analysis technical tools, and it is not clear to grasp the practice of preschool teachers’ affective engagement. In order to solve this dilemma, it is urgent to strengthen the theoretical construction and empirical study of the evaluation of preschool teachers’ affective engagement. Based on the important situation of group activities, appropriate evaluation methods and techniques should be adopted to deepen the research and practice of preschool teachers’ affective engagement evaluation.
Therefore, this study follows three steps, “indicators construction-tool development- characteristic description” to explore preschool teachers’ affective engagement under the group activities. Based on the PAD affective model, perspective of symbolic interactionism and multimodal discourse analysis theory, this study adopted the mixed methods research paradigm that integrates quantitative research and qualitative research of to carry out a research on the evaluation of preschool teachers’ affective engagement. This research adopted text analysis method, social investigation method and video analysis method, using qualitative and quantitative analysis software such as Ucinet 6.0, Nvivo 11.0, ELAN 6.2, SPSS 22.0, to scientifically construct an evaluation inicator system for preschool teachers’ affective engagement under group activities, and develop video analysis technology tool to evaluate the current situation of preschool teachers’ affective engagement, in order to provide an empirical basis for the improvement and promotion of the current preschool teachers’ affective engagement.The main results are as follows：
First, the development of evaluation inicator system of preschool teachers’ affective engagement under group activities. Study 1 aims to construct the evaluation inicator system of preschool teachers’ affective engagement and answer the question of “how to evaluate” preschool teachers’ affective engagement, which is the basis of subsequent studies. (1) By analyzing the value orientation of preschool teachers’ affective engagement, it is found that paying attention to preschool teachers’ affective engagement adherence to children’s standard position and emphasizing the value of affective engagement to process quality improvement are the value orientations. (2) Under the guidance of the value orientation, this paper theoretically constructs the evaluation indicator system of preschool teachers’ affective engagement under group activities. Based on the PAD model, using the text analysis, interviews and observations, through coword matrix analysis and three-level coding analysis, after triangular mutual verification, the three-dimensional structure of preschool teachers’ affective engagement under group activities, namely, affective atmosphere, affective arouse and affective regulation, and its secondary indicators, was preliminarily established. Next, the measurement index of kindergarten teachers' affective investment under collective teaching activities was verified in practice. (3) This study conducted multiple rounds of expert opinion consultation on the initially constructed affective engagement evaluation indicator system, calculated the authority coefficient and coordination coefficient of experts, and revised and improved the indicators according to the expert opinions, and finally constructed a preschool teacher affective engagement evaluation indicator system under group activities. The indicator system includes three dimensions and sixteen secondary indicators.
Second, realization of video analysis technology for preschool teachers’ affective engagement evaluation under group activities Study 2 aimed to develop scientific and appropriate video analysis technology tools to answer the question of “how to evaluate” preschool teachers’ affective engagement, which is the guarantee for the specific implementation of evaluation. (1) Video analysis technology can record real teaching scenes and accurately encode videos, so this technology is suitable for this study. (2) Through the behavior extraction of preschool teachers’ affective engagement assessment under group activities and the application analysis of ELAN-based behavior labeling technology, the present study integrates and constructs a video analysis of preschool teachers’ affective engagement assessment model that includes the value layer, the indicator layer, and the technical layer. (3) Based on the integrated model, this paper developed a video analysis technology tool, after item analysis and reliability and validity tests, and finally establishes the preschool teachers’ video analysis technology tool under group activities including three dimensions, fourteen secondary indicators and several observable behaviors. This tool is suitable for evaluating the affective engagement of preschool teachers in group activities.
Third, the status of preschool teachers’ affective engagement evaluation based on video analysis in group activities. Study 3 aims to explore the types and characteristics of preschool teachers’ affective engagement under the group activities, and answer the “how” about the preschool teachers’ affective engagement. Through the video annotation analysis of 185 cases of group activities, the results show that: (1) in terms of the overall characteristics of affective engagement, preschool teachers’ affective engagement under group activities shows a positive tendency, the awakening degree of affective investment is medium, and the regulation of affective investment is low. (2) According to the three dimensions of preschool teachers’ affective engagement, it is found that there are four types of preschool teachers’ affective engagement: actively engaged type, moderately engaged type, lowly engaged type, passively engaged type. And the proportion of actively engaged type teachers is the lowest, and the proportion of lowly engaged type is the highest. (3) Finally, the characteristics of all types of preschool teachers’ affective engagement are as follows: the positive tendency, the degree of arousal and the adjustability of the affective engagement of the actively engaged teachers are all at a high level; the affective engagement of the moderately engaged teachers shows a positive tendency, the degree of arousal is higher, but the adjustment is lacking; the affective engagement of the low-engaged teachers is low; the positive tendency, the degree of arousal and the degree of adjustability of the teachers are in the middle level; the negatively engaged teachers’ positive tendency, the degree of arousal and the degree of adjustability are the worst.
Fourth, the paper discusses the research results of kindergarten teachers’ affective engagement evaluation and puts forward some suggestions. Overall, this study has experienced in-depth research paths from indicator construction to tool development and characteristic description, and solved the important problems of “what to evaluate”, “how to evaluate” and “how about the evaluation results” of preschool teachers’ affective engagement. (1) This study conducted an in-depth discussion on the importance of the evaluation of preschool teachers’ affective engagement under group activities, the construction of the evaluation indicator system, the realization of evaluation technology, the evaluation results, and some important issues. (2) Based on the main findings of the study, this study puts forward three suggestions: strengthening analysis and demonstration, optimizing the construction of the evaluation indicator system for preschool teachers’ affective engagement under group activities; integrating multiple technologies to deepen the innovation of preschool teachers’ affective engagemetn evaluation technology under group activities; based on evaluation evidence, focus on improving the quality of preschool teachers' affective engagement under group activities.