幼儿园集体舞活动中师幼互动研究——基于CLASS观察分析

A Study of Teacher-Child Interaction Behavior in Kindergarten Group Dance Activities—Based on CLASS Observation and Analysis

摘要: 研究借助质性和量化相结合的研究方法，运用CLASS评估系统，对H幼儿园的15个集体舞活动视频样本进行了评分和数据分析，再采用方便抽样的方式选取了5个集体舞教学活动进行个案分析。研究发现，在幼儿园集体舞活动中，师幼互动的情感支持领域得分最高，教育支持得分最低，三大领域均存在提升空间。情感支持领域，积极氛围浓烈，但对幼儿的反馈和观点关注不足；活动组织领域，管理幼儿行为高效，但引导方式单一；教育支持领域，能支持幼儿基础认知发展，但高阶思维激发不足，支架策略和对话质量有待提升。最后提出提升集体舞中师幼互动质量的建议：在情感支持领域上，关注幼儿个体与观点，灵活指导；在活动组织领域上，优化时间设置，改善引导方式，提升活动整体效能；在教育支持领域上，强化支架策略，提升对话和反馈质量，促进幼儿高阶思维发展。

Abstract: The research method of the study mainly combines qualitative and quantitative research, and uses the Classroom Assessment Scoring System to score, analyze, and transcribe fifteen group dance video samples from H Kindergarten. Additionally, five group dance teaching sessions were selected through convenience sampling, with their entire teaching processes transcribed into textual data for in-depth case analysis. The study reveals that in kindergarten group dance activities, the emotional support domain of teacher-child interactions received the highest scores, while educational support scored the lowest, with room for improvement identified across all three domains. Within the emotional support domain, although a positive atmosphere was prominent, there was insufficient attention given to children’s feedback and perspectives. In the organizational support domain, behavior management proved efficient, yet instructional guidance methods lacked variety. Regarding educational support, while foundational cognitive development was adequately fostered, the stimulation of higher-order thinking remained limited, and both scaffolding strategies and the quality of dialogue require enhancement. Based on the findings, the study proposes recommendations to enhance the quality of teacher-child interactions in group dance activities: in the emotional support domain, greater attention should be paid to individual children and their perspectives, with guidance provided flexibly; in the organizational support domain, time allocation should be optimized and instructional approaches refined to improve overall activity effectiveness; in the educational support domain, scaffolding strategies should be strengthened, and the quality of dialogue and feedback enhanced to foster children’s higher-order thinking development.