数智时代托育专业产教融合质量评价：理论逻辑与框架构建

Quality Evaluation of Industry-Education Integration in Childcare Programs in the Era of Digital Intelligence: Theoretical Logic and Framework Construction

摘要: 随着托育服务高质量发展与教育数字化转型的推进，为厘清托育专业产教融合质量评价的对象边界，构建兼顾儿童福祉、岗位胜任与服务贡献的综合评价框架，本文整合产教融合评价、托育质量、工作本位学习、工作整合学习、胜任力和数字治理等领域的研究，区分托育机构质量、托育服务供给质量、托育人才培养质量与托育产教融合质量。研究认为，托育专业产教融合质量的评价对象是职业院校、托育机构及相关主体共同形成的跨组织协同育人系统，评价应坚持儿童本位与安全底线、多主体共责、全过程协同、实践机会公平、情境化胜任、多源证据互证和技术审慎应用。在此基础上，构建“治理基础–资源能力–协同过程–胜任成效–服务贡献”五维框架，并提出了支撑该框架落地的闭环运行与持续改进机制。数智技术应作为证据采集、过程记录和辅助分析的基础设施，遵循数据最小化、分级授权、人工复核、知情申诉和用途限制。该框架有助于推动托育专业产教融合评价由合作项目绩效考核转向协同育人质量治理。

Abstract: With the advancement of high-quality childcare service development and the digital transformation of education, this study aims to clarify the boundary of the evaluation object of industry-education integration quality in childcare programs and construct a comprehensive evaluation framework that incorporates child well-being, occupational competence, and service contribution. This study integrates research on industry-education integration evaluation, childcare quality, work-based learning, work-integrated learning, competency, and digital governance. It distinguishes among childcare institution quality, childcare service provision quality, childcare talent development quality, and industry-education integration quality in childcare programs. The study argues that the evaluation object of industry-education integration quality in childcare programs is a cross-organizational collaborative education system jointly formed by vocational institutions, childcare organizations, and related stakeholders. The evaluation should adhere to principles including child-centeredness and safety as the bottom line, shared responsibility among multiple stakeholders, whole-process collaboration, equity of practical opportunities, contextualized competence, triangulation of multi-source evidence, and prudent application of technology. Based on these principles, a five-dimensional framework of “governance foundation-resource capacity-collaborative process-competence outcomes-service contribution” is proposed, along with a closed-loop operation and continuous improvement mechanism to support its implementation. Digital technologies should serve as infrastructure for evidence collection, process documentation, and assisted analysis, while following the principles of data minimization, tiered authorization, human review, informed appeal, and purpose limitation. This framework contributes to shifting the evaluation of industry-education integration in childcare programs from performance assessment of collaborative projects toward quality governance of collaborative talent cultivation.