师幼互动与过程性质量研究的理论审视与发展取向

Theoretical Perspectives and Developmental Directions in Research on Teacher-Child Interaction and Process Quality

摘要: 师幼互动和过程性质量都是评价幼儿园教育质量时需要重点关注的内容，二者虽然关注的方面不同，但在实际教育中联系十分紧密。本文先对师幼互动和过程性质量的基本含义进行梳理，再结合教育学、哲学和心理学等相关理论分析二者的理论基础。在此基础上，本文认为师幼互动不是单独存在的一个因素，而是过程性质量形成的重要方式，也是教育过程具体发生的重要载体，二者在实际教育中相互影响并不断变化。现有研究已经取得了较多成果，但仍存在一些不足，未来研究需要加强不同学科理论之间的联系，建立更加符合我国幼儿园实际情况的评价体系，同时关注儿童的真实经验以及不同儿童获得互动机会的公平性，并通过动态追踪、视频分析等方法进一步了解教育过程的形成和变化，使研究结果能够更好地服务幼儿园教育实践，从而提高学前教育过程中的教育质量。

Abstract: Teacher-child interaction and process quality are both important aspects to consider when evaluating the quality of early childhood education. Although they focus on different aspects, they are closely connected in educational practice. This paper first reviews the basic meanings of teacher-child interaction and process quality, and then analyzes their theoretical foundations in light of relevant theories in education, philosophy, psychology, and other fields. Based on this analysis, the paper argues that teacher-child interaction is not an independent factor, but an important means through which process quality is formed and a key carrier through which educational processes actually take place. The two continuously influence and shape each other in educational practice. Existing research has achieved considerable progress, but some limitations remain. Future research should strengthen connections among theories from different disciplines, develop evaluation systems that are more consistent with the actual conditions of kindergartens in China, and pay greater attention to children’s real experiences and the equity of opportunities for different children to participate in interactions. Dynamic tracking, video analysis, and other methods should also be used to further understand how educational processes are formed and change over time. In this way, research findings can better serve kindergarten educational practice and improve the quality of educational processes in early childhood education.