随着学前教育事业的发展，师幼互动越来越受到人们的关注。师幼互动贯穿于幼儿园一日生活之中，良好的师幼互动对幼儿身心健康发展至关重要。1-3岁婴幼儿的早期教育作为终身教育的起始阶段，是教育过程中非常重要的一环。本文通过观察和访谈，对某一级一类幼儿园托班的师幼互动情况进行个案研究，探析托班师幼互动的特点，发现教师是师幼互动的主要发起者，在教师发起的互动中照顾生活的互动最多；在幼儿发起的互动中寻求指导和帮助的互动最多。基于《婴儿学习环境评量表（修订版）》互动相关子量表对该班互动质量进行测评，结果表明该托班在个人日常照料、聆听与说话方面的质量介于良好和最低标准之间，质量相对较好。在互动方面的质量介于“不足”和”最低标准”之间，互动质量有待提高。

With the development of early childhood education, more and more attention has been paid to the interaction between teachers and children. Teacher-children interaction runs through the daily life of the kindergarten, which is important to children. The education of 1-3 year old children is a initial stage of lifelong education, which is a very important part of the education process. Interviews and observations are used to the case study of a Class one kindergarten, in older to analyze the distinguishing features of Teacher-children interaction in nursery class. Study finds that teachers are the main sponsors of the interaction between teachers and children. When teacher is the sponsor, taking care of children’s life is the most interaction. When child is the sponsor, seeking guidance and assistance is the most interaction. Based on 《Infant/Toddler Environment Ranting Scale-Revised Edition》(ITERS-R), the results showed that the quality of personal care, listening and speaking is between good and minimum standards, and the quality is relatively good. The Teacher-children interaction is between “inadequate” and “minimum standards”, interaction quality needs to be improved.