师幼互动质量干预课程设计及其实施效果

Improving Teachers' Professional Development:An Intervention Program to Promote the Quality of Teacher-child Interaction

本研究以美国学者皮安塔及其研究团队提出的师幼互动质量模型为理论基础,借鉴国外相关干预项目经验,设计了聚焦教师的儿童中心信念、有效互动知识与策略的师幼互动质量干预课程,然后对24名实验组和对照组教师进行了短期追踪干预研究,在干预课程实施前、后及4个月后用课堂评估编码系统(CLASS)对两组教师的师幼互动质量进行了三次评定,结果发现干预后实验组教师的情感支持、教育支持和课堂组织水平不仅显著高于前测,而且高于对照组;实验组教师的情感支持和课堂组织水平虽然在延时后测时略有下降,但与前测仍有显著差异;对照组教师的两次后测结果虽然也发生了积极变化,但变化程度均小于实验组,说明干预课程能够有效提高教师的师幼互动质量,可为学前教师培养培训单位设计和实施师幼互动方面的课程提供有益借鉴。

Based on the model of teacher-child interaction quality(TCIQ) proposed by Pianta and colleague and the experience learned from foreign teacher-child interaction training programs. An intervention course focusing on teachers’ child-centered beliefs,effective interactive knowledge and strategies was designed in this study. 24 teachers were selected and split into an experimental group and a control group to examine the short-term effect of the course on TCIQ. For each group,3 assessments(a prior assessment,a posterior assessment and a delayed assessment) were conducted by using the Classroom Assessment Scoring System(CLASS) prior to the course start date,at the course end date and at 4 months posterior to the course end date respectively. The results showed that the level of emotional support,instructional support and classroom organization achieved by the experimental group after the intervention was significantly higher than that achieved by the experimental group before the intervention and that achieved by the control group;the level of emotional support and classroom organization demonstrated by the experimental group in the delayed assessment decreased slightly,but was still significantly different from that in the prior assessment. For the control group,the quality of teacher-child interactions in the assessments after the intervention exhibited a positive change relative to that in the prior assessment,but it is smaller than that observed from the experimental group. It was found that the intervention course had a delayed effect on the improvement of TCIQ and could be proposed as a measure for kindergartens and training institutions to improve TCIQ.