本研究的目的主要在于了解蒙台梭利混龄班中的幼儿异龄互动现状和行为特点，并分析其影响因素，结合理论与实践提出可供借鉴的建议，更好地促进异龄幼儿之间的互动。 本研究主要采用观察法、访谈法，结合量化分析与质性分析两种方式，得出了以下结论： （1）该混龄班中的幼儿异龄互动主要发生在游戏活动中，其次是生活活动、教学活动。 （2）异龄互动发生的频率与当时所处的环境有关。 （3）年长幼儿发起的互动次数大于年幼幼儿，中班幼儿活跃度最高。 （4）不同的互动主题会影响互动双方的表现。 （5）施动者的年龄、交往水平、互动主题都会影响异龄互动的结果。 （6）异龄互动的方式与幼儿的年龄有关，与性别无明显联系。 （7）同性互动的次数大于异性互动，男性幼儿发起的互动次数多于女性幼儿发起的互动次数。 除此之外，本研究还发现幼儿自身的特点、环境的创设、教师的观察和引导能力都是影响幼儿异龄互动的重要因素。在此基础上，本研究从幼儿园和教师的角度，提出了几点提升幼儿异龄互动质量的建议。

The purpose of this study is to understand the status and behavioral characteristics of children's cross-age interaction in the Montessori mixed-age class, and analyze the influencing factors, and put forward suggestions to better promote the children’s cross-age interaction by combining the theory and practice. This study mainly uses observation method and interview method, combined with quantitative analysis and qualitative analysis, and draws the following conclusions: (1) The cross-age interaction in the mixed-age class mainly occurs in the game activities, followed by life activities and teaching activities. (2) The frequency of occurrence of cross-age interactions is related to the environment at the time. (3) The number of interactions initiated by older children is greater than that of young children, and the children in the middle age are the most active. (4) Different interactive themes will affect the performance of both parties. (5) The age, level of interaction of the actor, and interactive theme will affect the results of the cross-age interaction. (6) The way of cross-age interaction is related to the age of children and has no obvious relationship with children’s gender. (7) The number of same-sex interactions is greater than that of heterosexual interactions. Male children initiate more interactions than female children. In addition, the study also found that the characteris tics of young children, the environment settings, observation and guidance strategies of teachers are all important factors that can influence the cross -age interaction of children. On this basis, this study proposed several suggestions for improving the quality of cross-age interaction from the perspective of kindergartens and teachers.