中国科学院行为科学重点实验室知识库

虽然大量研究发现高质量师幼互动对幼儿发展有积极作用,但是随着师幼互动领域研究的扩展,也陆续出现了一些不一致的结果.一些研究者提出,一种可能的解释是潜在的调节变量影响了师幼互动与幼儿发展结果之间的关系.从生态系统理论来看,师幼互动对幼儿发展的影响有可能受到过程、人、环境、时间四个层面的多种因素的调节作用.目前相关研究揭示了幼儿个体特征(如性别、种族、基线能力水平、天生的气质与反应性、任务导向、同伴关系)、环境(如家庭社会经济地位、位于城市还是农村)、幼儿在师幼互动中的个人体验、师幼关系、后续教育质量等因素的调节效应,总体上更多支持了连续性假设、补偿假设与累乘假设.未来研究可以进一步探索更多元、稳定的调节变量,建立更统合的理论假设,并关注中国情境下师幼互动影响幼儿发展的特殊调节机制.

Abstract：Studies have extensively investigated the role of high-quality teacher-child interactions on young children’s early cognitive and social emotional development，but there are also a variety of inconsistent and contradictory conclusions. Some researchers suggested that one of the possible explanations was that the potential moderators affect the relationship between teacher-child interactions and children’s developmental outcomes according to the ecological system theory. The review on researches about such moderating effects showed that teacher-child interactions’ influences on children’s development were moderated by factors from person，context，process to time，during which continuities hypothesis，compensatory hypothesis and additive effect got more supports. Future researches need to explore more diverse and stable moderators，establish more integrated theoretical assumptions， and focus on the special moderating mechanisms between teacher-child interactions and children development in Chinese situation.