微观转向:国际学前儿童个体互动质量研究  

Micro Turn:A Review of International Research on Individual Interaction Quality of Preschool Children

作　　者：陈艳丽[1] 李克建[1,2] 许浙川 Chen Yanli;Li Kejian;Xu Zhechuan(College of Children Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231;Centre of Children Education Evaluation and Public Policy,Zhejiang Normal University,Hangzhou,Zhejiang,311231)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231 [2]浙江师范大学儿童教育评价与公共政策研究中心,浙江杭州311231

出　　处：《幼儿教育》2024年第15期40-45,共6页Early Childhood Education

基　　金：2022年浙江省教育科学规划项目“以关键能力为联结点的幼小课程一体化研究”的研究成果之一,课题编号:2022SCG385。

摘　　要：学前教育的高质量发展离不开过程性质量的提高,学前儿童个体层面的互动质量作为过程性质量的重要构成,是影响其未来学习与发展的重要预测因素。本文介绍了学前儿童个体互动质量的内涵与评价工具,通过对实证研究的梳理,揭示了学前儿童个体互动质量的现状、影响因素以及其对儿童发展的价值,并围绕改进研究范式、加强理论研究和强化应用实践三方面提出未来研究展望。The high-quality development of preschool education depends on the improvement of process quality.The quality of interaction at the individual level of preschool children is an important component of process quality,which is also an important predictive factor that affects their future learning and development.It is a new trend in international research on the quality of preschool education.This article introduces the connotation and evaluation tools of individual interaction quality of preschool children.Through the combing of empirical research,it reveals the current status and influencing factors of individual interaction quality of preschool children,its value to children's development,and proposes future research prospects around improving research paradigms,strengthening theoretical research,and strengthening applied practice.

关 键 词：学前教育质量 儿童个体 互动质量 过程质量 

分 类 号：G610[文化科学—学前教育学]