信息技术的迅速发展促成了数字媒介在家庭育儿中的强势渗透，如今家庭育儿过程中媒介“无处不在”，为父母带来便利的同时也引发了诸多数字育儿难题。父母需要专业支持以应对这些挑战，现有父母干预多能实现对父母认知的改善，但对实际育儿实践的改善仍有待提升，不免存在从改善认知到优化实践的鸿沟。探究如何跨越这一鸿沟以切实改善父母育儿实践十分必要。基于此，本研究拟立足于亲子互动视角，探讨亲子互动能力如何助力父母完成认知到实践的过渡，并基于此对父母干预的设计与实施提出相应建议。

在为期7周的数字育儿干预项目中，本研究选取了父母亲子互动能力对比明显的两组家庭（每组三个）进行探究。通过对问卷调查数据与访谈资料的分析发现，这两组家庭数字育儿认知均得到了有效提升，但在优化数字育儿实践方面确实存在显著差异，表现出了从认知到实践的鸿沟。亲子互动优势组的幼儿能够理解媒介使用规则的意义，更愿意遵守媒介规则，同时，家长也挖掘到媒介的教育价值，利用媒介促进幼儿发展；亲子互动弱势组的幼儿则在媒介使用上没有明显的改变。基于亲子互动视角对实践效果的差异进行深入分析发现，高质量的亲子互动有助于幼儿养成良好的媒介使用习惯，提高媒介使用质量。基于这些发现，本研究认为今后的数字育儿干预应纳入对父母亲子互动技能的指导，不仅关注父母面临的数字育儿难题本身，还应指导父母如何开展高质量亲子互动以达成数字育儿策略的预期效果。

The rapid development of information technology has contributed to the strong penetration of digital media in family parenting. Nowadays, media is everywhere in the process of family parenting, which brings convenience to parents but also causes many digital parenting problems. Parents need professional support to cope with these challenges. Most of the existing parental interventions can improve parents' cognition, but the improvement of actual parenting practice still needs to be improved. Inevitably, there is a gap from improving cognition to optimizing practice. It is necessary to explore how to bridge this gap to effectively improve the parenting practice of parents. Based on this, this study intends to explore how parent-child interaction ability helps parents to complete the transition from cognition to practice from the perspective of parent-child interaction, and based on this, put forward corresponding suggestions for the design and implementation of parental intervention.

In a 7-week digital parenting intervention project, this study selected two groups of families (three in each group) with significant parent-child interaction ability. Through the analysis of questionnaire survey data and interview data, it is found that the cognition of digital parenting of the two groups of families has been effectively improved, but there are significant differences in the optimization of digital parenting practice, showing a gap from cognition to practice. Children in the parent-child interaction advantage group can understand the meaning of media rules and are more willing to abide by media rules. Meanwhile, parents also discover the educational value of media and use media to promote children's development. Children in the disadvantaged group had no significant change in media use. Based on the in-depth analysis of the differences in practice effects from the perspective of parent-child interaction, it is found that high-quality parent-child interaction can help children develop good media use habits and improve the quality of media use. Based on these findings, this study believes that future digital parenting interventions should include guidance on parent-child interaction skills, not only focusing on the digital parenting problems faced by parents, but also guiding parents how to carry out high-quality parent-child interaction to achieve the expected effects of digital parenting strategies.