CLASS视角下师幼互动研究的元分析——基于中国14省市892名教师的师幼互动质量评估结果
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摘要
师幼互动质量对幼儿发展具有重要影响,并能预测幼儿未来学业成就,是学前教育质量重要的过程性指标之一。本研究对2009～2017年间覆盖我国14省市892名幼儿园教师的18篇基于CLASS评价工具的师幼互动质量研究进行元分析,结果发现从整体上看我国师幼互动质量处于中等水平,与其他国家一样呈现出"情感支持得分较高,教育支持得分较低"的特点;就国际排名来说,教育支持得分较靠前,行为管理和情感支持中的"尊重儿童观点"和"教师敏感性"得分较靠后;情感支持中的"积极氛围"与教育支持中的"认知发展"、情感支持中的"教师敏感性"与教育支持中的"语言示范反馈质量"的相关系数在0.6以上;除认知发展和语言示范外,东部地区在其他8个子维度上的得分均高于中西部地区,但两者仅在班级管理和情感支持上存在显著差异;除认知发展外,非集体活动在其他9个子维度上的得分均高于集体活动,但两者仅在班级管理上具有显著差异;小中大班的总效应值均表现出大班>中班>小班的趋势,但仅在教育支持上具有显著差异。幼儿园教师应进一步理解和内化科学儿童观,真正建立儿童中心的信念,提高观察与支持儿童的能力。未来师幼互动与教师专业发展研究应正视区域差异和不同教育情境的影响,考虑幼儿发展水平与特征、活动形式与内容等因素的限制。
The quality of teacher-child interaction plays an important role both in the early childhood's development and the prediction of academic achievement. It is one of the most important process indicators of preschool education quality. At present,researches in China mainly use CLASS tools to evaluate the kindergarten teachers within certain regions,which have not revealed the national average from a macro perspective. Therefore,this study analyzed 18 articles which covers 892 kindergarten teachers from 14 provinces and cities in China between 2009 and 2017. It found that :(1)as a whole,① the level of interaction between teachers and children in China is at medium. As other countries shown,the score of emotional support is higher,the score of education support is lower. ② Among international rankings,education support is higher. The behavior management and the "respect for children's perspective"and"teacher sensitivity"in emotional support are lower;③The "positive atmosphere"of emotional support and"cognitive development"of teaching support,as well as "teacher sensitivity"of emotional support and"language demonstration and positive atmosphere"of teaching support,of which the correlation coefficient are above 0.6;(2)With respect to differences,①scores of eastern coastal areas are higher than the central and western regions in eight sub-dimensions except for cognitive development and language demonstration.There are significant differences in the field of class management and emotional support;② Non-collective activities have higher scores than group activities in nine sub-dimensions except for cognitive development.The only significant difference lies in the field of class management between non-collective activities and collective activities;③ The total effect values of the three major areas are as follows:the class of 5 ～6-year-old children > the class of 4 ～5-year-old children > the class of 3 ～4-year-old children. There is only significant difference in the field of education support between above classes. On analyzing the causes behind the results,this study proposes three suggestions. Firstly,deepen the internalization of kindergarten teachers' views on children. Secondly,focus on teachers' ability to observe children and then link with supportive strategies. Thirdly,pay attention to the distinction of interaction between teachers and children in different contexts as well as of educational situations.
The quality of teacher-child interaction plays an important role both in the early childhood's development and the prediction of academic achievement. It is one of the most important process indicators of preschool education quality. At present,researches in China mainly use CLASS tools to evaluate the kindergarten teachers within certain regions,which have not revealed the national average from a macro perspective. Therefore,this study analyzed 18 articles which covers 892 kindergarten teachers from 14 provinces and cities in China between 2009 and 2017. It found that :(1)as a whole,① the level of interaction between teachers and children in China is at medium. As other countries shown,the score of emotional support is higher,the score of education support is lower. ② Among international rankings,education support is higher. The behavior management and the "respect for children's perspective"and"teacher sensitivity"in emotional support are lower;③The "positive atmosphere"of emotional support and"cognitive development"of teaching support,as well as "teacher sensitivity"of emotional support and"language demonstration and positive atmosphere"of teaching support,of which the correlation coefficient are above 0.6;(2)With respect to differences,①scores of eastern coastal areas are higher than the central and western regions in eight sub-dimensions except for cognitive development and language demonstration.There are significant differences in the field of class management and emotional support;② Non-collective activities have higher scores than group activities in nine sub-dimensions except for cognitive development.The only significant difference lies in the field of class management between non-collective activities and collective activities;③ The total effect values of the three major areas are as follows:the class of 5 ～6-year-old children > the class of 4 ～5-year-old children > the class of 3 ～4-year-old children. There is only significant difference in the field of education support between above classes. On analyzing the causes behind the results,this study proposes three suggestions. Firstly,deepen the internalization of kindergarten teachers' views on children. Secondly,focus on teachers' ability to observe children and then link with supportive strategies. Thirdly,pay attention to the distinction of interaction between teachers and children in different contexts as well as of educational situations.
引文
[1]刘晶波.社会学视野下的师幼互动行为研究:我在幼儿园里看到了什么[M].南京:南京师范大学出版社,1999:21-23,25.
[2][18]廖丽英.高瞻课程中的师幼互动[J].早期教育(教师版),2011(1):12-13.
[3]朱继文.师幼互动理念指导下的园本课程[M].北京:北京师范大学出版社,2010:4.
[4]黄娟娟.幼儿园半日活动中师幼互动类型及成因的社会学研究[J].上海教育科研,2009(2):49-52.
[5]卢乐珍.关于师幼互动的认识[J].早期教育(教师版),1999(4):28-29.
[6]叶子,庞丽娟.师幼互动的本质和特征[J].教育研究,2001(4):30-34.
[7]ALEXANDER K L,MCADOO H P.Achievement in the first 2 years of school:patterns and processes[J].Monographs of the Society for Research in Child Development,1988,53(2):1-157.
[8]PIANTA R C,MCCOY S J.The first day of school:the predictive validity of early school screening[J].Journal of Applied Developmental Psychology,1997,18(1):1-22.
[9]HAMRE B K,PIANTA R C.Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade[J].Child Development,2010,72(2):625-638.
[10]PALERMO F,HANISH L D,MARTIN C L,et al.Preschoolers’academic readiness:what role does the teacher-child relationship play?[J].Early Childhood Research Quarterly,2007,22(4):407-422.
[11]DOWNER J T,RIMM S E.How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning?[J].School Psychology Review,2007,36(3):413-432.
[12]CHIEN N C,HOWES C,BURCHINAL M,et al.Children’s classroom engagement and school readiness in prekindergarten[J].Child Development,2010,81(5):1534-1549.
[13]陆晓娟,徐锦翔.倡导师幼互动,促进幼儿发展[J].四川教育学院学报,2005(12):78-79.
[14]杨丽珠,吴文菊.幼儿社会性发展与教育[M].辽宁:辽宁师范大学出版社,2000:281.
[15]BURCHINAL M,HOWES C,PIANTA R C,et al,Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction[J].Applied Developmental Science,2008(12):140-153.
[16]徐丽丽.教师结构性特征与幼儿园教育过程质量的关系研究[D].杭州:浙江师范大学,2016.
[17]HOWES C,BURCHINAL M,PIANTA R,et al.Ready’to learn?Children’s pre-academic achievement in pre-kindergarten programs[J].Early Childhood Research Quarterly,2008,23(1):27-50.
[19]SABOL T J,PIANTA R C.Validating virginia’s quality rating and improvement system among state-funded pre-kindergarten programs[J].Early Childhood Research Quarterly,2015(30):183-198.
[20]ISHIMINE K,TAULER C.Assessing quality in early childhood education and care[J].European Journal of Education,2014,49(2):272-290.
[21]韩春红,周兢.课堂互动评估系统评介及应用展望[J].全球教育展望,2013,42(11):29-38.
[22]LERKKANEN M K.A validation of the classroom assessment scoring system in finnish kindergartens[J].Early Education&Development,2010,21(1):95-124.
[23][27]BI Y H,FAN X T,GU C H,et al.Applicability of the classroom assessment scoring system in chinese preschools based on psychometric evidence[J].Early Education and Development,2016(5):714-734.
[24]王晓芬.农村混读班早期教育现状研究:对贫困学前教育质量的考察[D].上海:华东师范大学,2009:45-46.
[25]FIEISS J L,GROSS A J.Meta-analysis in epidemiology,with special reference to studies of the association between exposure to environmental tobacco smoke and lung cancer:a critique[J].Journal of Clinical Epidemiology,1991,44(2):127-39.
[26]ANKEM K.Approaches to meta-analysis:a guide for LIS researchers[J].Library&Information Science Research,2005,27(2):164-176.
[28]KAREN M,LA P,ROBERT C,et al.The classroom assessment scoring system:findings from the prekindergarten year[J].The Elementary School Journal,2004,104(5):409-426.
[29]SANDILOS L E,DIPERNA J C.A review of empirical evidence and practical considerations for early childhood classroom observation scales[J].Nhsa Dialog,2014,17(2):105-120.
[30][36]刘畅.两种教育情境下的师幼互动研究[D].上海:华东师范大学,2012:65,31-33.
[31]PIANTA R,HOWES C,BURCHINAL M,et al.Features of pre-kindergarten programs,classrooms,and teachers:do they predict observed classroom quality and child-teacher interactions?[J]Applied Developmental Science,2005,9(3):144-159.
[32]JOCELYN B B,KATHERINE A,MAGNUSON H S,et al.Child-staff ratios in early childhood education and care settings and child outcomes:a systematic review and meta-analysis[J].Educational E-valuation and Policy Analysis,2017,39(3):407-428.
[33]孙刚成,何晓溪.西部幼儿教师教育观的缺陷与提升策略[J].集美大学学报,2016,17(4):1-8.
[34]刘海红.我国东西部地区幼儿教师教育观的比较研究[J].和田师范专科学校学报,2015,34(4):28-34.
[35]张黎黎.吉林西部幼儿教师专业素质现状的调查与思考[J].白城师范学院学报,2016,30(3):88-93.
[37]韩春红.上海市二级幼儿园师幼互动质量研究[D].上海:华东师范大学,2015:74-80.
[38]张晓梅.师幼互动质量对学前儿童学习品质的影响及其教育促进[D].长春:东北师范大学,2016:41-42.
[39]梁秋立.城乡幼儿园一日活动情境中的师幼互动研究[D].广西:广西师范大学,2015:19-20.
[2][18]廖丽英.高瞻课程中的师幼互动[J].早期教育(教师版),2011(1):12-13.
[3]朱继文.师幼互动理念指导下的园本课程[M].北京:北京师范大学出版社,2010:4.
[4]黄娟娟.幼儿园半日活动中师幼互动类型及成因的社会学研究[J].上海教育科研,2009(2):49-52.
[5]卢乐珍.关于师幼互动的认识[J].早期教育(教师版),1999(4):28-29.
[6]叶子,庞丽娟.师幼互动的本质和特征[J].教育研究,2001(4):30-34.
[7]ALEXANDER K L,MCADOO H P.Achievement in the first 2 years of school:patterns and processes[J].Monographs of the Society for Research in Child Development,1988,53(2):1-157.
[8]PIANTA R C,MCCOY S J.The first day of school:the predictive validity of early school screening[J].Journal of Applied Developmental Psychology,1997,18(1):1-22.
[9]HAMRE B K,PIANTA R C.Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade[J].Child Development,2010,72(2):625-638.
[10]PALERMO F,HANISH L D,MARTIN C L,et al.Preschoolers’academic readiness:what role does the teacher-child relationship play?[J].Early Childhood Research Quarterly,2007,22(4):407-422.
[11]DOWNER J T,RIMM S E.How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning?[J].School Psychology Review,2007,36(3):413-432.
[12]CHIEN N C,HOWES C,BURCHINAL M,et al.Children’s classroom engagement and school readiness in prekindergarten[J].Child Development,2010,81(5):1534-1549.
[13]陆晓娟,徐锦翔.倡导师幼互动,促进幼儿发展[J].四川教育学院学报,2005(12):78-79.
[14]杨丽珠,吴文菊.幼儿社会性发展与教育[M].辽宁:辽宁师范大学出版社,2000:281.
[15]BURCHINAL M,HOWES C,PIANTA R C,et al,Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction[J].Applied Developmental Science,2008(12):140-153.
[16]徐丽丽.教师结构性特征与幼儿园教育过程质量的关系研究[D].杭州:浙江师范大学,2016.
[17]HOWES C,BURCHINAL M,PIANTA R,et al.Ready’to learn?Children’s pre-academic achievement in pre-kindergarten programs[J].Early Childhood Research Quarterly,2008,23(1):27-50.
[19]SABOL T J,PIANTA R C.Validating virginia’s quality rating and improvement system among state-funded pre-kindergarten programs[J].Early Childhood Research Quarterly,2015(30):183-198.
[20]ISHIMINE K,TAULER C.Assessing quality in early childhood education and care[J].European Journal of Education,2014,49(2):272-290.
[21]韩春红,周兢.课堂互动评估系统评介及应用展望[J].全球教育展望,2013,42(11):29-38.
[22]LERKKANEN M K.A validation of the classroom assessment scoring system in finnish kindergartens[J].Early Education&Development,2010,21(1):95-124.
[23][27]BI Y H,FAN X T,GU C H,et al.Applicability of the classroom assessment scoring system in chinese preschools based on psychometric evidence[J].Early Education and Development,2016(5):714-734.
[24]王晓芬.农村混读班早期教育现状研究:对贫困学前教育质量的考察[D].上海:华东师范大学,2009:45-46.
[25]FIEISS J L,GROSS A J.Meta-analysis in epidemiology,with special reference to studies of the association between exposure to environmental tobacco smoke and lung cancer:a critique[J].Journal of Clinical Epidemiology,1991,44(2):127-39.
[26]ANKEM K.Approaches to meta-analysis:a guide for LIS researchers[J].Library&Information Science Research,2005,27(2):164-176.
[28]KAREN M,LA P,ROBERT C,et al.The classroom assessment scoring system:findings from the prekindergarten year[J].The Elementary School Journal,2004,104(5):409-426.
[29]SANDILOS L E,DIPERNA J C.A review of empirical evidence and practical considerations for early childhood classroom observation scales[J].Nhsa Dialog,2014,17(2):105-120.
[30][36]刘畅.两种教育情境下的师幼互动研究[D].上海:华东师范大学,2012:65,31-33.
[31]PIANTA R,HOWES C,BURCHINAL M,et al.Features of pre-kindergarten programs,classrooms,and teachers:do they predict observed classroom quality and child-teacher interactions?[J]Applied Developmental Science,2005,9(3):144-159.
[32]JOCELYN B B,KATHERINE A,MAGNUSON H S,et al.Child-staff ratios in early childhood education and care settings and child outcomes:a systematic review and meta-analysis[J].Educational E-valuation and Policy Analysis,2017,39(3):407-428.
[33]孙刚成,何晓溪.西部幼儿教师教育观的缺陷与提升策略[J].集美大学学报,2016,17(4):1-8.
[34]刘海红.我国东西部地区幼儿教师教育观的比较研究[J].和田师范专科学校学报,2015,34(4):28-34.
[35]张黎黎.吉林西部幼儿教师专业素质现状的调查与思考[J].白城师范学院学报,2016,30(3):88-93.
[37]韩春红.上海市二级幼儿园师幼互动质量研究[D].上海:华东师范大学,2015:74-80.
[38]张晓梅.师幼互动质量对学前儿童学习品质的影响及其教育促进[D].长春:东北师范大学,2016:41-42.
[39]梁秋立.城乡幼儿园一日活动情境中的师幼互动研究[D].广西:广西师范大学,2015:19-20.