人类发展生态学视域下师幼互动的有效策略

An Effective Strategy for Human Interaction in the Field of Human Development Ecology

师幼互动是儿童学业和社会发展的重要预测因素,是“孩子们在教室里学习的主要机制”。人类发展生态学视域下师幼互动呈现师幼角色转变、师幼关系平等、互动贯穿全程及互动环境和谐等特征。笔者以CLASS为研究工具,以长春市3所民办幼儿园为研究对象,发现目前师幼互动中存在幼儿主体性地位缺失、师幼互动背景不平衡、环境不和谐等问题,并从人类发展生态学角度提出师幼互动的有效策略以指导师幼互动的实践。

Teacher-child interaction is an important predictor of children’s academic and social development, and is “the main mechanism for children to learn in the classroom.” The interaction between teachers and children in the perspective of human development ecology shows the transformation of teachers and children, the equality of teachers and children, the interaction throughout the whole process and the harmonious environment. This study uses CLASS as a research tool, and takes three private kindergartens in Changchun as the research object. It is found that there are problems in the interaction between teachers and children, such as the lack of children’s subjective status, the imbalance of interaction background, as well as the disharmonious environment. From the perspective of human development ecology, an effective strategy for teacher-child interaction is proposed to guide the practice of teacher-child interaction.