师幼互动质量与学前儿童学业能力之间关系的三水平元分析  

The Relationship between the Teacher-Child Interaction and Children’s Academic Ability: A Three-Level Meta-Analysis

作　　者：李莉 王楠 张李斌 张云运 LI Li;WANG Nan;ZHANG Libin;ZHANG Yunyun(School of Elementary Education,Zhengzhou Normal University,Zhengzhou,450044 China;Collaborative Innovation Center of Assessment toward Basic Education Quality,Beijing Normal University,Beijing,100875 China)

机构地区：[1]郑州师范学院初等教育学院,郑州450044 [2]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《学前教育研究》2024年第6期58-72,共15页Studies in Early Childhood Education

基　　金：北京师范大学博士后研究项目“我国幼儿园师幼互动质量评估指标体系构建”、河南省高校人文社会科学研究项目“关注过程质量的河南省城乡幼儿园保教质量观察评估的难点调查及对策研究”(编号:2023-ZZJH-147)。

摘　　要：师幼互动是影响儿童学业能力发展的重要近端因素,但关于两者之间的关系一直存在争议。本研究基于来自欧美和中国等地的38项实证研究、406个效应量和405769名3~6岁儿童样本,运用三水平元分析的方法,全面探究师幼互动质量与学前儿童学业能力之间的关系。结果显示:师幼互动三个领域(情感支持、班级管理和教学支持)的质量与儿童的三项学业能力(语言能力、前读写能力和数学能力)之间均存在不同程度的显著弱相关(r=0.07~0.15);在调节因素中,仅国别对两者之间的关系产生了显著调节效应,且中国样本的相关程度显著高于其他国家样本。建议未来研究从系统、动态、长期的视角深入探讨师幼互动对儿童发展的影响机制,从非线性的视角探讨教育质量对儿童发展的影响,研制具有中国文化适宜性和实践导向的师幼互动质量评估工具。The teacher-child interaction is an important proximal factor affecting children’s academic ability,but research results on the relationship between them are controversial.This study is based on 38 empirical studies,406 effect sizes,and 405,769 children aged 3 to 6 years old from the United States,Europe,China,etc.The three-level-meta-analysis technique was used to comprehensively investigate the relationship between the teacher-child interaction(emotional support,classroom organization,instructional support)and children’s early academic abilities(language,literacy,and math).The results showed significant but weak correlations between them(r=0.07~0.15);only country had a significant moderating effect,and the correlation degree of Chinese samples was higher than that of foreign samples.Future research may further explore the impact mechanism of teacher-child interaction on children’s development from a systematic dynamic and long-term perspective,explore the impact of education quality on children’s development from a non-linear perspective,and develop teacher-child interaction quality evaluation tools with Chinese cultural appropriateness and practice-orientation.

关 键 词：师幼互动 儿童学业能力 元分析 

分 类 号：G612[文化科学—学前教育学]