在大力发展普惠性幼儿园的背景下，如何促进普惠性幼儿园质量的全面提升，是当前学前教育事业发展亟待解决的问题。本研究聚焦师幼互动这一过程性质量的重要指标，旨在考察普惠性幼儿园师幼互动质量的总体现状与存在的主要问题，并从政府投入质量效益的角度出发，对公办园、普惠性民办园这两类普惠性幼儿园的师幼互动质量进行比较，在此基础上，探讨影响普惠性幼儿园师幼互动质量的主要因素，为提升普惠性幼儿园师幼互动质量以及政府资源配置的优化提供参考与依据。 本研究主要采用观察法和访谈法，运用CLASS评估系统，选取16个一级一类普惠性幼儿园，共考察100个班级，其中，公办园50个，普惠性民办园50个；小班33个，中班35个，大班32个，以100个班级中的主班教师及所有幼儿为研究对象。研究结果发现：（1）普惠性幼儿园师幼互动总体质量处于中等偏下水平，亟待关注与改善。其中，情感支持得分最高，班级管理次之，教学支持最低。（2）公办园、普惠性民办园提供的师幼互动质量均呈优劣并存状态。即公办园和普惠性民办园中均有高质量的师幼互动，也均存在低质量的师幼互动。此外，公办园的情感支持质量显著高于普惠性民办园；而普惠性民办园在班级管理和教学支持维度上表现更佳。（3）办园体制、教师因素（教龄、学历、职称）及班级因素（班额、年龄班、在班师幼比、活动时间和活动类型）对普惠性幼儿园师幼互动质量有着不同程度的显著影响作用。最后，基于上述研究结果，本研究从普惠性幼儿园师幼互动质量改善以及如何依据师幼互动质量来优化政府资源配置的双重角度出发，提出以下建议：（1）师幼间应建立起平等、互促的情感氛围；（2）教师应提高班级管理的效率与灵活度：（3）教师应更新教学观念，提升自身教学支持能力（4）多措并举促普惠性幼儿园师幼互动质量提升；（5）大力扩充普惠性学前教育学位及优质学前师资资源；（6）确立以质量和效益为导向的投入结构，以全面提升普惠性幼儿园质量。

Under the background of vigorous development of universal kindergartens, how to promote the overall quality of universal kindergartens is an issue that needs to be solved urgently for the development of early childhood education. This study focuses on the quality of teacher-to-child interaction. On the basis of understanding the overall status quo and problems of the quality of teacher-to-child interaction in universal kindergartens, this study compares the quality of teacher-to-child interaction between the public-run kindergartens and private kindergartens and in-depth explores the main factors affecting the quality of teacher-to-child interaction in universal kindergartens trying to find out the current status and influencing factors of the quality of teacher-to-child interaction in universal kindergartens. On the one hand, this study explores the main issues and constraints as the breakthrough to explore the promotion of the teacher-to-child interaction in universal kindergartens. On the other hand, from the perspective of the government’s investment in quality and efficiency, this study tries to promote the connotation development of early childhood education（ECE）in China and optimizing the allocation of government resources through the comparison of the quality of teacher-to-child interaction in universal kindergartens between public-run kindergartens and private kindergartens. This study mainly uses observation and interviewing methods to study the quality of teacher-to-child interaction in universal kindergartens based on the Classroom Assessment Scoring System, which selects 100 classes from the first class of 16 universal kindergartens in Beijing, of which 50 are public and 50 are privite，33 are K1, 35 are K2 and 32 are K3. The results show that: (1) The overall quality of teacher to child interaction in universal kindergartens is at a lower level, which needs urgent attention and improvement. Among them, emotional support scores were highest, followed by classroom organization, and teaching support was the lowest. (2) Both of public and private kindergartens can promote the higher quality as well as lower quality of teacher-to-child interaction. In addition, the quality of emotional support in public kindergartens is significantly higher than that of private kindergartens; and the private kindergartens performed better in classroom organization and teaching support. (3) The organization system of kindergarten，teacher factors （teaching age, academic qualifications，and professional titles） and class factors （class size, age group，teacher-to-child ratio, activity time and activity type）have significant influence on the quality of teacher-to-child interaction in universal kindergartens. Finally, based on the above research results, the study proposes the following suggestions based on the dual perspectives of improving the quality of teacher-to-child interaction in universal kindergartens and how to optimize the distribution of government resources based on the quality of teacher-child interaction. (1) The teachers and children should be established equality and mutual emotional atmosphere; (2) Increase efficiency and flexibility in classroom organization: (3) Update the teaching concept and improve the teaching support ability; (4) Improve the quality of teacher-to-child interaction in universal kindergartens; (5) Vigorously expand the chances of having access to ECE and promote the quality ECE teacher resources; (6) Establish quality-oriented and benefit-oriented input structure to comprehensively improve the quality of universal kindergartens.