目前，家园合作已经成为国内外学前教育领域广泛关注的议题。家长和教师是家园合作的直接参与者，家园合作要通过家长和教师的合作来实现。合作离不开交往和互动，家长和教师之间互动的主题、互动的发起和回应、互动的结果等各个方面都会对亲师之间的合作产生影响。但是就目前来看，幼儿园亲师互动的情况不容乐观，亲师互动中还存在诸如重形式轻内容、缺少对互动效果的持续关注等问题。因此，如何提高幼儿园亲师互动的有效性，帮助家长和教师开展良性互动，不仅是响应国家政策的需要，更是幼儿园教育实践中迫切需要解决的问题。 基于此，本研究围绕幼儿园亲师互动有效性的问题，观察了北京某幼儿园四个班级，共12位教师的亲师互动情况，搜集了528例幼儿园亲师互动事件，从有效率、有效果、有效益三个方面对互动事件进行逐一分析，深入具体地考察了亲师互动有效性的现状。另外，本研究通过对典型事件的开放式访谈和对家长及教师的半结构化访谈，了解了家长和教师互动行为背后的心理状态，以探析影响幼儿园亲师互动有效性的关键因素。 研究发现：1. 目前幼儿园亲师互动的有效性处于中等水平，仅有68.2%的亲师互动属于有效互动。2. 不同类型的亲师互动在有效性水平上存在显著差异，情感性互动的有效性最高，有效率达78.1%；事务性次之，有效率为69.6%；教育性互动的有效性最低，有效率仅为64.9%。3. 互动背景不同，亲师互动的有效性无明显差异。4. 发起方式不同，亲师互动的有效性存在显著差异，直接向家长或教师发起的互动的有效性高于以幼儿为中介发起的互动。5. 回应方式不同，亲师互动的有效性存在显著差异。以幼儿为中介间接回应的互动的有效性最高，其次是直接回应，无回应的互动事件有效性最低。6. 互动敏感性不同，亲师互动的有效性存在显著差异。家长或教师及时捕捉对方意图时，互动有效性最高，其次是延迟捕捉对方意图，未捕捉对方意图的互动的有效性最低。 研究还发现了影响幼儿园亲师互动有效性的三个关键因素。首先是环境因素，具体包括时间和空间等互动背景环境、幼儿数量和班级氛围等班级整体的互动环境两个方面。其次是个体因素，具体包括家长和教师的性格特点和互动意愿等人格特质、家长和教师的教育观念、家长和教师的感受能力和互动策略技巧等三个方面。第三个是亲师关系因素，离散型的亲师关系下，亲师互动的有效性水平较低；附属型的亲师关系下，亲师互动的有效性水平不高；民主型的亲师关系下，亲师互动的有效性较高。 基于以上发现，研究从家长、教师和幼儿园三个层面提出了提高幼儿园亲师互动有效性的相关建议。首先，家长要明确自己的角色定位，树立正确的教育观念，不断提高互动的主动性和参与度。其次，教师要端正互动态度，并不断提高自身的专业素养，增强互动能力。最后，幼儿园要为亲师互动提供良好的环境，并积极组织相关培训，提高教师和家长的合作能力和意识。

At present, home-school cooperation holds widely attention in preschool education at home and abroad. Parents and teachers are engaged in home-school cooperation. Cooperation between home and school is achieved through the interaction of parents and teachers. Theme, initiation, response and results on the interaction may affect the effectiveness of cooperation. However, the current situation of kindergarten parent-teacher interaction is not optimistic. There are problems such as lacking emphasis on content and long-lasting attention on interactive effect. Therefore, help parents and teachers in conducting positive interactions so as to improve the effectiveness of parent-teacher interaction in kindergarten is not only a response to national policies, but also an urgent problem to be solved in kindergarten education. Based on this, this study focused on the effectiveness of parent-teacher interaction in kindergarten. Author observed the interaction of 12 teachers from four classes of a kindergarten in Beijing. Author collected 528 cases of parent-teacher interaction. This study analyzed the interaction cases in terms of efficient, effective, and cost-effective, and it investigated current condition of the effectiveness of parent-teacher interaction. In addition, through open interview on typical events and semi-structured interview with parents and teachers, this study understood the psychological state behind parent-teacher interaction, so as to explore the key factors affecting the effectiveness of parent-teacher interaction. This study found that: 1) The effectiveness of parent-teacher interaction in kindergarten is in the middle level as a whole, since only 68.2% of the parent-teacher interactions is effective. 2) There are evident differences in the effectiveness of different types of parent-teacher interaction. The effectiveness of emotional interaction is the highest, with 78.1% effective rate. Transactional interaction ranks second, and its effective rate is 69.6%. However, the effectiveness of educational interaction is the lowest, only 64.9%. 3) There is not evident difference in the effectiveness of parent-teacher interaction with different interaction backgrounds.4) There are significant differences in the effectiveness of parent-teacher interaction in different ways of initiation. The interactions initiated directly by parents or teachers is more effective than those initiated with children.5) There are significant differences in the effectiveness of parent-teacher interaction in different ways of response. The interactions indirectly respond to children is the most effective, followed by direct responses, and the non-response interactive is the least effective. 6) Different sensitivity of interaction leads to significant differences in the effectiveness of parent-teacher interaction. The interaction is the most effective when parent or teacher understands each other’s intention immediately, followed by the delay in understanding each other’s intentions, and the interaction that does not understand each other’s intention is the lowest. This study also found three key factors that affect the effectiveness of parent-teacher interaction in kindergarten. At first, environmental factors includes interactive background like time and space, and interactive atmosphere such as children's number and class atmosphere. The second is the individual factors including four aspects: personalities, interactive will, educational concept and interactive abilities of teachers and parents. The third factor is the relationship between parents and teacher. The discrete parent-teacher relationship leads to the lowest level in effectiveness of parent-teacher interactions; at the same time the affiliated parent-teacher relationship and the effectiveness of parent-teacher interaction are not high; the democratic parent-teacher relationships and the interaction of teachers and teachers are more effective. In view of the findings above, suggestions on improving the effectiveness of kindergarten parent-teacher interaction are proposed for parents, teachers and kindergarten. First of all, parents should know their responsibilities, and establish a correct education concept, and improve their initiative to participate in the interaction. Second, teachers should correct their interactive attitudes, and constantly improve their professional qualities and enhance their interactive abilities. Finally, kindergartens should provide a good environment for parent-teacher interaction and actively organize relevant training for teachers and parents to improve their cooperative ability and awareness.