师幼互动质量对3-6岁幼儿自我控制能力的影响  

The Impact of Teacher-child Interaction Quality on 3-6-year-old Children’s Self-control

作　　者：于晓文 赵一名 金芳 Yu Xiaowen;Zhao Yiming;Jin Fang(College of Preschool and Primary Education,Shenyang Normal University,Shenyang,110034;Liaoning Normal College,Shenyang,110169)

机构地区：[1]沈阳师范大学学前与初等教育学院,沈阳110034 [2]辽宁师范高等专科学校,沈阳110169

出　　处：《幼儿教育》2022年第3期64-68,91,共6页Early Childhood Education

基　　金：2020年度辽宁省社会科学规划基金一般项目“基于家庭视角的幼儿社会情绪能力研究”的研究成果之一,项目批准号:L20BSH011。

摘　　要：本研究从沈阳市3所幼儿园中抽取243名幼儿和18名教师,对师幼互动质量和幼儿自我控制能力进行研究,并考察师幼互动质量与幼儿自我控制能力之间的关系。结果表明,师幼互动质量处于中等水平,幼儿自我控制能力处于中等偏上水平,师幼互动总分以及活动组织和教学支持方面的得分均与幼儿自我控制能力存在显著正相关关系,师幼互动中的认知发展和反馈质量维度均能显著正向预测幼儿的自我控制能力.In this study,243 preschoolers and 18 teachers from 3 kindergartens in Shenyang were selected randomly to investigate the quality of teacher-child interaction and children’s self-control.The relationship between teacher-child interaction quality and children's self-control was also investigated.The results show that teacher-child interaction quality is at medium level;children's self-control is above medium;the total score of teacher-child interaction and the scores in the dimensions of activity organization and teaching support are positively correlated with children's self-control;and the cognitive development and feedback quality in teacher-child interaction can significantly predict children's self-control.

关 键 词：师幼互动质量 自我控制能力 幼儿 

分 类 号：G610[文化科学—学前教育学]