国外师幼互动质量干预的动因、实施框架及启示:基于三种模式的分析

Motivation,Implementation Framework and Inspiration of Foreign Teacher-Child Interaction Quality Intervention:An Analysis Based on Three Models

师幼互动质量干预是一种改善教师与幼儿之间的互动以及师幼关系的教师专业发展模式。在课堂质量的全球建构中,师幼互动已被标定为早期教育质量的核心,但现实中却面临着师幼互动低质量的问题,提高教师专业能力被证实对师幼互动质量提升具有积极作用。在这些因素推动下,大量干预措施被研发和实施。本研究选择“美国国家幼儿教育研究中心”课程、“师幼互动训练”和“儿童保育视频互动指导”三种干预模式,从基本原理、内容体系以及实施框架等方面进行比较和分析。未来建设本土化干预模式时,应研发基于理论性研究的师幼互动质量干预模式,围绕“儿童中心”理念建构师幼互动质量干预的内容体系,采用团体培训和个别化指导相结合的干预形式,综合利用视频范例和视频反馈的师幼互动技能实践训练,同时重视发挥师幼互动质量干预模式的传播度和成本效益。

Teacher-child interaction quality interventions are a type of teacher professional development model that aims to improve interactions and relationships between teachers and children.The quality of teacher-child interaction is a core component of early education quality,but unfortunately,there is a problem of low quality of teacher-child interaction in reality.However,improving teachers professional competence has been shown to have a positive impact on the quality of teacher-child interaction.As a result,numerous interventions have been developed and implemented to address this issue.This study compared and analyzed three intervention models—“the National Center for Research on Early Childhood Education(NCRECE)”,“Teacher-Child Interaction Training(TCIT)”and“Video Interaction Guidance(VIG)”—based on their basic principles,content systems,and implementation frameworks.In the future,when building a localized intervention model,it is suggested that the intervention model of teacher-child interaction quality should be based on theoretical research,the content system of teacher-child interaction quality intervention should be constructed around the beliefs of“child center”,the intervention form combining group training and individual guidance should be adopted,the practical training of teacher-child interaction skills should be comprehensively utilized,and the transmission and cost-effectiveness of the intervention model of teacher-child interaction quality should be emphasized.