CLASS视角下师幼互动研究的元分析——基于中国14省市892名教师的师幼互动质量评估结果

A Meta-Analysis on the Interaction Quality between Teachers and Young Children in China from the Perspective of CLASS

师幼互动质量对幼儿发展具有重要影响,并能预测幼儿未来学业成就,是学前教育质量重要的过程性指标之一。本研究对2009～2017年间覆盖我国14省市892名幼儿园教师的18篇基于CLASS评价工具的师幼互动质量研究进行元分析,结果发现从整体上看我国师幼互动质量处于中等水平,与其他国家一样呈现出"情感支持得分较高,教育支持得分较低"的特点;就国际排名来说,教育支持得分较靠前,行为管理和情感支持中的"尊重儿童观点"和"教师敏感性"得分较靠后;情感支持中的"积极氛围"与教育支持中的"认知发展"、情感支持中的"教师敏感性"与教育支持中的"语言示范反馈质量"的相关系数在0.6以上;除认知发展和语言示范外,东部地区在其他8个子维度上的得分均高于中西部地区,但两者仅在班级管理和情感支持上存在显著差异;除认知发展外,非集体活动在其他9个子维度上的得分均高于集体活动,但两者仅在班级管理上具有显著差异;小中大班的总效应值均表现出大班>中班>小班的趋势,但仅在教育支持上具有显著差异。幼儿园教师应进一步理解和内化科学儿童观,真正建立儿童中心的信念,提高观察与支持儿童的能力。未来师幼互动与教师专业发展研究应正视区域差异和不同教育情境的影响,考虑幼儿发展水平与特征、活动形式与内容等因素的限制。

The quality of teacher-child interaction plays an important role both in the early childhood’s development and the prediction of academic achievement. It is one of the most important process indicators of preschool education quality. At present, researches in China mainly use CLASS tools to evaluate the kindergarten teachers within certain regions, which have not revealed the national average from a macro perspective. Therefore, this study analyzed 18 articles which covers 892 kindergarten teachers from 14 provinces and cities in China between 2009 and 2017. It found that:(1)as a whole,①the level of interaction between teachers and children in China is at medium. As other countries shown, the score of emotional support is higher, the score of education support is lower.②Among international rankings, education support is higher. The behavior management and the “respect for children’s perspective” and “teacher sensitivity” in emotional support are lower;③The “positive atmosphere” of emotional support and “cognitive development” of teaching support, as well as “teacher sensitivity” of emotional support and “language demonstration and positive atmosphere” of teaching support, of which the correlation coefficient are above 0.6;(2)With respect to differences,①scores of eastern coastal areas are higher than the central and western regions in eight sub-dimensions except for cognitive development and language demonstration. There are significant differences in the field of class management and emotional support;② Non-collective activities have higher scores than group activities in nine sub-dimensions except for cognitive development. The only significant difference lies in the field of class management between non-collective activities and collective activities;③The total effect values of the three major areas are as follows: the class of 5~6- year-old children> the class of 4~5-year-old children > the class of 3~4-year-old children. There is only significant difference in the field of education support between above classes. On analyzing the causes behind the results, this study proposes three suggestions. Firstly, deepen the internalization of kindergarten teachers’ views on children. Secondly, focus on teachers’ ability to observe children and then link with supportive strategies. Thirdly, pay attention to the distinction of interaction between teachers and children in different contexts as well as of educational situations.