师幼互动与教师资质对幼儿入学准备的影响  

The Impact of Teacher-child Interaction and Teacher Qualification on Children's School Readiness

作　　者：宋爱芬 盖笑松 王国霞 李松靓 SONG Aifen;GAI Xiaosong;WANG Guoxia;LI Songiang(College Students'Mental Education Center,Hainan Tropical Ocean University,Sanya 572022;the School of Psychology,Northeast Normal University,Changchun 130024)

机构地区：[1]海南热带海洋学院大学生心理教育中心,三亚572022 [2]东北师范大学心理学院,长春130024

出　　处：《教育研究与实验》2023年第2期129-136,共8页Educational Research and Experiment

基　　金：2021年国家科技创新2030重大项目“中国学龄儿童脑智发育队列研究”(2021ZD0200500)的研究成果。

摘　　要：为考察师幼互动质量和教师资质对儿童早期发展的不同影响,从海南省12所幼儿园选取37个班级的37位教师和358名幼儿,采用课堂评估编码系统(CLASS)对师幼互动质量进行观察评估,采用儿童入学准备综合测评工具(SRTB-CV)对幼儿的认知与一般知识、学习方式和言语准备进行个别测评。运用多层线性模型分析发现,在控制了幼儿年龄和父母学历后,教师最高学历和最后专业对幼儿入学准备均无显著预测作用,而师幼互动质量能稳定正向预测后者;尽管教师教龄正向预测幼儿的认知与一般知识准备,但在控制了师幼互动质量的作用后,教龄对幼儿认知与一般知识准备的预测作用消失且负向预测幼儿的言语准备。结果表明,相对教师资质,师幼互动质量依然是幼儿认知与一般知识、学习方式和言语发展更为有效的预测因素;仅在高质量的师幼互动条件下,教师教龄对儿童的言语发展才有积极意义。The purpose of this study is to further investigate the different influences of teacher-child interaction quality and teacher qualification on children's early childhood development(ECE).37 teachers and 358 children in 37 classes were selected from 12 kindergartens in Hainan Province,and the quality of teacher-child interactions was observed and assessed using the Classroom Assessment Scoring System(CLASS).Moreover,children's cognition and general knowledge,learning approaches,and speech readiness were evaluated individually using the School Readiness Test Battery-Comprehensive Version(SRTB-CV).Multilevel regression analysis revealed that after controlling for child age and parental education,neither the teacher's highest education nor last major significantly predicted children's readiness for school,while teacher-child interactions did the latter consistently and positively.Although teachers'seniority had a positive prediction on children's cognitive and general knowledge readiness,after controlling the effect of teacher-child interaction quality,teaching seniority's impact on children's cognitive and general knowledge readiness disappeared and negatively predicted children's speech readiness.The findings suggest that teacher-child interaction is still a more effective predictor of children's cognitive and general knowledge,learning approaches,and speech development than teachers'qualifications,even in areas with average economic and social development and uneven teachers'quality.Suggestions are offered regarding to current teacher training,especially training related to teacher-child interactions.

关 键 词：师幼互动 教师资质 入学准备 

分 类 号：G612[文化科学—学前教育学]