摘要
近年来,师幼互动作为学前教育质量的核心要素备受关注。但目前国内对师幼互动影响因素的研究缺乏系统梳理和汇总。本文从教师特征、班级环境和幼儿园环境三个维度出发,对文献进行梳理和总结,发现不同结构性因素对师幼互动质量存在不同程度的影响,两者之间线性关系的研究结论也不一致。研究结果的差异可能是由测评工具、幼儿个体特征、所处环境、教学过程中的其他因素等所导致的。基于此,未来研究可以引入PPCT模型,考虑门槛效应,更多关注中国情景下的师幼互动研究,为制定提升师幼互动质量的可行性建议和策略提供参考。
In recent years,teacher-child interaction has received much attention as a core element of preschool education quality.However,there is a lack of systematic sorting and summary of research on the factors influencing teacher-child interaction in China.In this paper,we comb and summarize the literature from three dimensions:teacher characteristics,classroom environment and kindergarten environment.It is found that different structural factors have different degrees of influence on the quality of teacher-child interaction,and the research findings on the linear relationship between them are inconsistent.The differences in the findings may be caused by the assessment instrument,individual characteristics of the children,the environment they are in,and other factors in the classroom process.Based on this,future research can introduce the PPCT model,consider threshold effects,and focus more on research on teacher-child interaction in the Chinese context to provide references for developing feasible suggestions and strategies to improve the quality of teacher-child interaction.
作者
李辉辉
刘晓琪
LI Huihui;LIU Xiaoqi
出处
《吉林省教育学院学报》
2023年第9期152-160,共9页
Journal of Jilin Provincial Institute of Education
关键词
幼儿园质量
师幼互动
影响因素
kindergarten quality
teacher-child interaction
influencing factor
