城市幼儿园半日活动中师幼互动质量研究——基于CLASS评估系统的观察分析

A Study on the Quality of Teacher-child Interaction in Half-day Activities of Urban Kindergartens——An Observation Analysis Based on CLASS

师幼互动是指教师与幼儿在区域活动、集体教学活动等不同活动形式以及室内、户外等不同场域中发生的一切交互动作或反应。研究证明,高质量的师幼互动对幼儿自身的发展以及学前教育质量的提高具有重要作用。本研究采用CLASS量表对城市地区某两所幼儿园的部分班级进行了观察评估,得出三个结论。第一,教师和幼儿之间最容易产生较为外在的互动,而涉及情感等内在维度的互动较少;第二,集体统一行动程度较低的活动类型(如区域活动)的师幼互动质量更高;第三,班级特征(普通班、混龄班)对师幼互动的质量并无影响。针对以上结论,对教师提出如下建议:一方面,教师应打破“外倾”现状,树立“内倾”意识。另一方面,教师应调整集体活动占比,发挥户外活动优势。

Teacher-child interaction refers to all interactions or reactions occurring between teacher and child in various activities such as regional activities and collective teaching activities and in different fields including indoors and outdoors.Research shows that high-quality teacher-child interaction plays an important role in the development of young children and the improvement of preschool education quality.Observing and evaluating some classes in two urban kindergardens by using the CLASS scale,the authors draw the following conclusions.First,they are most likely to have more external interactions than inner-dimension interactions involving emotions.Second,activities with lower levels of collective action(such as regional activities)have higher quality of teacher-child interactions.Last,different type of class(normal class or mixed-age class)has no effect on the quality of teacher-child interaction.According to the conclusions above,the following suggestions can be made for teachers.On the one hand,teachers should break the current situation of“extroversion”and establish a sense of“introversion”.On the other hand,teachers should adjust the proportion of collective activities and take advantage of outdoor activities.