幼儿园师幼互动质量的现状、类别及其影响因素:基于潜在剖面分析

The Current Status,Categories and Related Factors of Teacher-child Interaction Quality:Based on the Latent Profile Analysis

师幼互动质量是学前教育过程性质量的关键要素。本研究使用分层抽样法,从广东省三个地区共选取了45所幼儿园135个班级,使用课堂评估评分系统(简称CLASS)对幼儿园师幼互动质量进行观察评估。结果表明,广东省幼儿园师幼互动质量整体处于中等水平,其中,教育支持领域得分最低。同时,潜在剖面分析结果表明,广东省幼儿园师幼互动质量存在四种潜在类别,即高师幼互动质量组(8.1%)、中等偏高师幼互动质量组(37%)、中等师幼互动质量组(47.4%)和低师幼互动质量组(7.4%)。进一步的方差分析结果发现,不同剖面幼儿园师幼互动质量存在极其显著差异。多元线性回归分析结果表明,幼儿教师资格证、最高学历和编制能够显著预测幼儿园师幼互动质量。研究进一步提出相应的对策与建议:重视幼儿园师幼互动质量,尤为关注教育支持领域;开展师幼互动专题培训,提升幼儿教师师幼互动技能;提升幼儿教师入职门槛,积极给予政策扶持。

The quality of teacher-child interaction is a key element of the process quality of preschool education.In this study,by using a stratified sampling method,a total of 45 kindergartens with 135 classrooms were selected from three regions of Guangdong Province.This study used the Classroom Assessment Scoring System(CLASS)to observe and assess the quality of teacher-child interaction.The results showed that the quality of teacher-child interaction of kindergartens in Guangdong Province was moderate,with the lowest scores in the domain of instructional support.The results of the Latent Profile Analysis also showed that there were four latent categories of teacher-child interaction quality of kindergartens in Guangdong Province,namely the high teacher-child interaction quality group(8.1%),the medium-to-high teacher-child interaction quality group(37%),the medium teacher-child interaction quality group(47.4%)and the low teacher-child interaction quality group(7.4%).Further ANOVA results revealed that there were extremely significant differences in the quality of teacher-child interactions across the different profiles of kindergartens.The results of the multiple linear regression analysis indicated that early childhood teacher qualifications,highest level of education and bianzhi can significantly predict the quality of teacher-child interactions in kindergartens.This study further suggests corresponding recommendations:pay attention to the quality of teacher-child interactions in kindergartens,with particular focus on the domain of instructional support;conduct special training on teacher-child interactions to improve teachers’interactions skills;raise the threshold of entry for kindergarten teachers and actively provide policy support.