摘 要：随着学前教育的快速发展，幼儿园教师与幼儿之间的互动模式成为影响教育质量的关键因素。本研究旨在深入探讨幼儿园师幼互动的特点及其对幼儿发展的影响，通过质性和量化相结合的研究方法，选取了三所不同类型的幼儿园作为样本，观察并记录了120名教师与幼儿在日常教学活动中的互动行为。研究发现，当前师幼互动主要呈现指导型、支持型和参与型三种模式，其中支持型互动对幼儿的社会性发展和情感表达具有显著促进作用。此外，研究还揭示了部分教师在互动过程中存在的单向引导和过度干预问题，并提出了优化互动策略的具体建议。本研究的创新点在于首次构建了基于本土文化背景的师幼互动评估框架，为提升学前教育质量提供了理论依据和实践参考。研究成果不仅丰富了相关领域的学术理论，也为幼儿园教师的专业发展提供了重要启示。
关键词：师幼互动；支持型互动；学前教育质量
Abstract：With the rapid development of early childhood education, the interaction patterns between kindergarten teachers and children have become a critical factor influencing educational quality. This study aims to explore the characteristics of teacher-child interactions in kindergartens and their impact on children's development by employing a mixed-methods approach combining qualitative and quantitative research. Three kindergartens of different types were selected as samples, and the interactive behaviors of 120 teachers and children during daily teaching activities were observed and recorded. The findings indicate that current teacher-child interactions primarily manifest in three modes: directive, supportive, and participatory, with supportive interactions showing significant positive effects on children's social development and emotional ex pression. Furthermore, the study reveals issues such as unidirectional guidance and excessive intervention by some teachers during interactions and proposes specific strategies for optimizing interaction practices. A key innovation of this research lies in the first-time construction of an assessment fr amework for teacher-child interactions grounded in the local cultural context, providing theoretical support and practical references for enhancing the quality of early childhood education. The research outcomes not only enrich the academic theories in related fields but also offer important insights into the professional development of kindergarten teachers.
Keywords: Teacher-Child Interaction；Supportive Interaction；Early Childhood Education Quality
目 录
引言 1
一、幼儿园互动模式的理论基础 1
(一)互动模式的核心概念 1
(二)国内外研究现状分析 2
(三)理论框架构建 2
二、教师与幼儿互动的行为特征 3
(一)互动行为的分类研究 3
(二)关键互动行为的观察分析 3
(三)行为特征对互动效果的影响 4
三、影响互动模式的关键因素 4
(一)教师专业能力的作用 4
(二)幼儿个体差异的影响 5
(三)环境与资源的支撑作用 5
四、优化互动模式的实践路径 6
(一)基于互动目标的设计策略 6
(二)提升教师互动技能的方法 6
(三)构建支持性互动环境 7
结论 7
参考文献 8
致谢 8
关键词：师幼互动；支持型互动；学前教育质量
Abstract：With the rapid development of early childhood education, the interaction patterns between kindergarten teachers and children have become a critical factor influencing educational quality. This study aims to explore the characteristics of teacher-child interactions in kindergartens and their impact on children's development by employing a mixed-methods approach combining qualitative and quantitative research. Three kindergartens of different types were selected as samples, and the interactive behaviors of 120 teachers and children during daily teaching activities were observed and recorded. The findings indicate that current teacher-child interactions primarily manifest in three modes: directive, supportive, and participatory, with supportive interactions showing significant positive effects on children's social development and emotional ex pression. Furthermore, the study reveals issues such as unidirectional guidance and excessive intervention by some teachers during interactions and proposes specific strategies for optimizing interaction practices. A key innovation of this research lies in the first-time construction of an assessment fr amework for teacher-child interactions grounded in the local cultural context, providing theoretical support and practical references for enhancing the quality of early childhood education. The research outcomes not only enrich the academic theories in related fields but also offer important insights into the professional development of kindergarten teachers.
Keywords: Teacher-Child Interaction；Supportive Interaction；Early Childhood Education Quality
目 录
引言 1
一、幼儿园互动模式的理论基础 1
(一)互动模式的核心概念 1
(二)国内外研究现状分析 2
(三)理论框架构建 2
二、教师与幼儿互动的行为特征 3
(一)互动行为的分类研究 3
(二)关键互动行为的观察分析 3
(三)行为特征对互动效果的影响 4
三、影响互动模式的关键因素 4
(一)教师专业能力的作用 4
(二)幼儿个体差异的影响 5
(三)环境与资源的支撑作用 5
四、优化互动模式的实践路径 6
(一)基于互动目标的设计策略 6
(二)提升教师互动技能的方法 6
(三)构建支持性互动环境 7
结论 7
参考文献 8
致谢 8
