儿童STEM教育日益受到关注，儿童场馆作为重要的非正式科学学习环境之一，在帮助学前儿童建立科学素养、培养探究精神、提高问题解决能力等方面具有关键意义。已有研究发现，场馆亲子互动为儿童学习提供了重要支持，儿童与父母通过互动共同进行科学知识的建构。鉴于以往研究较少关注学前儿童的场馆学习和场馆亲子互动特征，且尚未探索归纳场馆中亲子行为的模式，本研究一方面考察儿童探索馆中4-6岁儿童的探索行为及亲子互动的特征，另一方面探究亲子互动与儿童探索行为之间的关系。

研究首先梳理了场馆亲子互动和儿童场馆学习的相关理论，基于已有研究成果和场馆现场考察，得到了儿童探索行为评估框架和亲子互动编码框架。其中，儿童探索行为评估框架将幼儿的探索行为分成三种水平，分别是“消极接触”“积极操作”“深入探索”；亲子互动对话编码框架分为四个一级维度，分别是“建立共同注意”“提问和解释”“丰富的科学词汇”“新旧经验的认知关联”，共计16个二级指标。研究随机选取中国宋庆龄科技文化交流中心“蒙空间”展区的“神秘水世界”展项中39个4-6岁儿童的家庭团体为研究对象。

研究结果发现：（1）三种探索水平中，儿童积极操作的时间最长（M=186.15，SD=48.58），深入探索的时间最短（M=15.38，SD=24.51）。（2）作为持续共享思维前提，亲子共同注意的平均时长为155.77秒（SD=83.86）。父母和儿童相互提问和解释的平均频次分别为8.44次（SD=5.75）和1.38次（SD=1.58)。父母使用科学名词平均不到1个（M=0.38，SD=0.99），没有儿童在对话中使用科学名词。父母进行新旧经验认知关联的平均频次为0.15次（SD=0.43），儿童进行新旧经验认知关联的平均频次为0.21次（SD=0.47）。斯皮尔曼相关分析表明，共同注意时长与亲子提问和解释频次之间有极其显著的正相关关系。（3）斯皮尔曼相关分析表明，儿童消极接触时长与亲子共同注意时长和父母提问和解释频次均有显著负相关关系，儿童积极操作时长与父母提问和解释频次有显著正相关关系。（4）使用亲子互动框架中的四个一级维度指标，和儿童探索行为的三种水平指标进行聚类分析，发现场馆中的亲子行为存在“儿童谈话-深入探索”模式、“父母谈话-积极操作”模式和“无互动-消极接触”模式这三种行为模式。ANOVA方差分析表明，除“丰富的科学词汇”和“新旧经验的认知关联”两个维度在三种行为模式中无显著差异，其他维度在三种行为模式中均有显著差异。

研究结果表明，场馆中具有持续共享思维特征的亲子互动可以促进儿童的科学学习，且亲子行为表现出三种典型模式，为后续研究揭示场馆亲子行为规律提供一定的实证依据。研究结果亦有助于父母和场馆教育者改进教育策略。

Children’s museum is an important informative setting for preschooler’s engaging and scientific learning with parent-child interaction. Current study fills a gap in existing visitor research by indicating behavioral patterns among 4-6 years old children and their parents in the museum through a lens of sustained shared thinking. This study respectively applied the Exploratory Behavior Scale, including Passive Contact, Active Manipulation, Exploratory Behavior, and the Coding Scheme for Parent-child Interaction, including Establishing Shared Attention, Questioning and Explaining, Diverse and Technical Vocabulary, Making Cognitive Connections, to investigate 39 parent-child dyads at a science exhibition The Mysterious Water World. Findings show that (a) children had the longest time of Active Manipulation (M=186.15, SD=48.58), the shortest time of Exploratory Behavior (M=15.38, SD=24.51); (b) as the premise of sustained shared thinking, children and their parents had an averagely 155.77 seconds (SD=83.86) Shared Attention in the total duration of five-minute activity. The average number of parents and children Questioning and Explaining to each other is 8.44 (SD=5.75) and 1.38 (SD=1.58), respectively. Other two categories occurred rather rarely. Spearman correlation analysis showed there was a significant positive correlation between the length of Shared Attention and the number of Questioning and Explaining; (c) spearman correlation analysis showed two significant negative correlations between children’s Passive Contact and both Shared Attention and parent’s Questioning and explaining, as well as a significant positive correlation between children’s Active Manipulation and parent’s Questioning and explaining; (d) using five qualified indicators, cluster analysis found three behavioral patterns of parent-child learning behaviors in the museum: Children talk-Exploratory behavior pattern, Parents talk-Active manipulation pattern, Non interaction-Passive contact pattern. Current study explored high-quality parent-child interaction in the museum based on the construct of sustained shared thinking. Findings of parent-child behavioral patterns help parents and museum educators to further improve their coaching strategies.