香港幼稚園活動區中師幼互動的個案研究

近年來，「師幼互動」的研究越來越受學者的關注，成為世界性的重要課題。幼稚園活動區隱藏著很多互動的機會及教育契機。那麼，幼稚園活動區中師幼互動的現狀究竟是如何呢？本文就香港兩所幼稚園活動區的深入個案研究，分析其3至4歲幼兒班中的師幼互動之特性。本研究以觀察及列表形式組合所觀察到的行為作為數據，再從微觀層面對活動區活動中師幼互動的行為特徵、過程及影響因素等進行探討。研究發現：在兩所幼稚園的幼兒班活動區裏，都出現了高頻率的幼師互動，但這些互動行為的都是以教師為主導；雖然兩班幼兒班中的互動內容略有不同，教師發起的互動多為指導活動，而幼兒發起的互動內容多為尋求關注和幫助。基於所收集到的活動情況，筆者對學前教育師幼互動的情況作了分析及討論。
Educators have recently turned their attention to ‘teacher-child interactions’, a dynamic that has become a global concern in early childhood education, particularly in light of the popularity of constructivist approaches in the field. This study illuminates the characteristics of teacher-child interactions in the learning areas of two Hong Kong kindergartens. Two classes of 3 to 4 year-olds in two different kindergartens were selected for an in-depth case study. The interactions between these children and their teachers were observed and the data were gathered by means of a check-list. The teacher-child interactions were then analysed from a micro perspective to investigate the characteristics and processes of the interactions, along with any factors affecting the nature of the interactions. The findings showed that both of the classes included in the study displayed high frequencies of teacher-child interactions. However, the interaction patterns were mainly teacher-initiated. Although the interactions varied between schools, they all showed high frequencies of instruction among teacher-initiated interactions and attention-seeking or requests for assistance among child-initiated interactions. Based on the identified data, a detailed analysis and discussion of the results will be followed. Copyright © 2011 The Hong Kong Institute of Education.