Study on the Evaluation of Language Courses in Kindergartens Based on AHP and Fuzzy Optimal Observation Model

Miao Yu; Jing Li

doi:10.26689/ief.v3i6.10977

Miao Yu Sichuan Preschool Educators College, China Children’s Culture Education Research Center, Mianyang, Sichuan, China
Jing Li Sichuan Preschool Educators College, China Children’s Culture Education Research Center, Mianyang, Sichuan, China

DOI: https://doi.org/10.26689/ief.v3i6.10977

Keywords: Kindergarten education, Language course evaluation, Analytic Hierarchy Process (AHP), Fuzzy Comprehensive Evaluation, Early childhood cognitive development

Abstract

This study indicatively integrates the Analytic Hierarchy Process (AHP) and Fuzzy Comprehensive Evaluation (FCE) model to systematically evaluate language courses in kindergartens, addressing the subjective ambiguity and multidimensional weighting challenges inherent in early childhood education assessment. Through a rigorously validated indicator system and empirical data from 30 classrooms, results demonstrate that language courses significantly enhance vocabulary understanding (C11: 85.2) and oral fluency (C21: 89.5), yet reveal critical gaps in logical expression (C42: 62.3). The proposed model achieves 92% consistency with expert validation, offering educators a quantifiable tool for curriculum optimization.

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