从CLASS结果的中美比较看我国学前教育的师幼互动
A View of Teacher-Child Interactions in Pre-School Education in China from Comparisons of the Classroom Assessment Scoring System (CLASS) Results between China and America
DOI: 10.12677/AE.2020.105133, PDF,    国家自然科学基金支持
作者: 赵敏芳, 吴 钢, 谢婉婷：惠州学院教育科学学院，广东 惠州；沈 欣：惠州学院教育科学学院，广东 惠州;幼林培英幼儿园，广东 广州
关键词: 课程互动评估系统(CLASS)；学前教育；师幼互动；质量评估；Classroom Assessment Scoring System； Preschool Education； Teacher-Child Interaction； Quality Evaluation
摘要: 本研究分析并比较中国与美国采用CLASS (课堂互动评估系统)测评学前教育师幼互动质量的结果，以了解我国学前教育师幼互动质量的现状。结果显示，中美两国学前教育机构的师幼互动质量总体均处于中等水平，其中教育支持领域得分最低。师幼互动质量的中美差异具体表现在情感支持领域的教师敏感性与尊重学生观点维度以及班级管理领域的教学指导方式维度的得分差异。研究以此为基础提出提升师幼互动质量的措施与建议。
Abstract: The current study aims to analyze and compare the quality of the teacher-child interactions in pre-school education measured by the CLASS (Classroom assessment scoring system) between China and the United States. We analyzed the rating scores of three broad domains and 10 dimensions in the CLASS Pre-K from the Chinese kindergarten sample and the sample from the United States published previously. Results showed that the quality of the teacher-child interactions in Chinese pre-school was at a moderate level in general; the proportion of the high quality of interactions in China was zero. Instructional Support (with the dimensions of concept development, quality of feedback, and language modeling) received low ratings in both China and the United States. Compared with the United States sample, the Chinese sample had statistically lower rating scores only in the domain of emotional support, while no significant difference was found between China and the United States in the other two domains (Classroom Organization, and Instructional Support). Specifically, the Chinese sample had statistically lower rating scores in three dimensions (i.e., teacher sensitivity, regard for student perspective, instructional learning formats). Based on these findings, we conclude the shortcomings of the teacher-child interactions in Chinese preschool and put forward some feasible suggestions to improve the quality of teacher-child interactions.
文章引用：赵敏芳, 沈欣, 吴钢, 谢婉婷. 从CLASS结果的中美比较看我国学前教育的师幼互动[J]. 教育进展, 2020, 10(5): 814-822. https://doi.org/10.12677/AE.2020.105133

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