在当前教育研究领域，提升教师与幼儿互动质量的讨论往往集中在教师的外在因素，如专业知识和教学技能的提升上。尽管已有研究开始关注教师个人内在特质，但对于教师个人成长背景，尤其是童年经历如何具体塑造其与幼儿互动模式的机制，仍需进一步的深入探讨。因此，本研究采用定性研究方法，针对以下三个核心问题进行了深入分析：1. 教师童年经历中的哪些家庭因素对其师幼互动风格产生了决定性影响？2. 童年时期的哪些教育经历或事件显著塑造了教师的师幼互动观念与能力？3. 教师如何通过自我反思，将个人的童年经历转化为促进有效师幼互动的实践策略？

       首先，研究者展现了三位具有显著代表性的教师的童年经历及其师幼互动。我们可以更全面地理解教师个人历史对其师幼互动的影响。案例的叙述体方式不仅保持了故事的自然流畅性，而且为后续对所有研究对象进行分类分析提供了重要的背景信息和结构基础。研究结果揭示：

第一，教师童年时期的家庭环境对成年后与幼儿的互动模式带来了影响。此外，家庭氛围对教师情感表达的影响也不容忽视；在开放和支持性家庭环境中成长的教师，更可能鼓励幼儿表达情感和想法，从而建立基于信任的师生关系。家庭冲突解决策略对教师处理幼儿冲突的方式有直接影响，反映了教师如何将个人成长背景转化为教育实践中的指导策略，进而影响幼儿的社交和情感发展。家庭教育价值观，特别是对教育的重视和对成就的期望，深刻影响教师的教学方法和教育目标的设定。

       第二，教师的早期教育经历，尤其是学校教育体验，对其师幼互动的观念和能力产生了长期影响。教师的教学风格、对学生的态度以及问题处理方式，往往受到其作为学生时所经历的教师行为的深刻影响，这些经历可能成为其日后教学的模板。教师的“学生”经历深刻影响其作为“教师”时的共情能力和与儿童同步的能力，这对于理解和尊重幼儿的情感与思考，以及通过有效沟通和互动支持幼儿的学习和情感需求至关重要。

       第三，教师的童年经历深刻地塑造了他们的自我认知并显著影响了师幼互动。积极的家庭经历促使教师在教育实践中传递尊重与理解。然而，消极经历可能导致教师在互动中重现不利模式，影响其师幼互动行为。通过自我反思，一些教师能够超越童年负面经历的影响，将个人历史转化为推动教育实践的积极因素。教师的敏感性和适应性是实现有效师幼互动和个人专业成长的关键特质。他们通过内化童年经历，并将其应用于师幼互动中，不断自我反思和调控，以提升与幼儿互动的质量。

       研究启示表明，未来研究应提升教师对于个人童年经历对师幼互动影响的认识。为了促进这一认识，职前教育和职后培训应当加强对教师个人成长历程，尤其是童年经历的深入反思。同时，建立全面的教师支持系统对于优化师幼互动具有重要意义。

Within the current realm of educational research, discussions aimed at enhancing the quality of teacher-child interactions have predominantly focused on external factors, such as the enhancement of professional knowledge and teaching skills. Although studies have begun to acknowledge the intrinsic qualities of teachers, the specific mechanisms by which a teacher's personal growth background, particularly their childhood experiences, shape their interaction patterns with children, still warrant further in-depth exploration. Consequently, this study employs qualitative research methods to conduct an in-depth analysis of the following three core questions: 1. What family factors from a teacher's childhood experience have a decisive impact on their style of teacher-child interaction? 2. Which educational experiences or events during childhood significantly shape a teacher's concepts and capabilities for teacher-child interaction? 3. How can teachers transform their personal childhood experiences into practical strategies to promote effective teacher-child interaction through self-reflection?

Initially, the study presents the childhood experiences and teacher-child interactions of three teachers who are significantly representative. This approach allows for a more comprehensive understanding of the impact of a teacher's personal history on their interactions with children. The narrative style of the case studies not only maintains the natural fluency of the stories but also provides important background information and a structural foundation for subsequent categorical analysis of all research subjects. The findings reveal that:

Firstly, a teacher's family environment during childhood influences their adult interactions with children. Additionally, the impact of family atmosphere on a teacher's emotional expression is significant; teachers who grow up in open and supportive family environments are more likely to encourage children to express their emotions and ideas, thereby establishing a teacher-student relationship based on trust. Family conflict resolution strategies directly affect the way teachers handle children's conflicts, reflecting how teachers translate their personal growth backgrounds into guiding strategies in educational practice, thereby influencing children's social and emotional development. Family educational values, especially the emphasis on education and expectations for achievement, profoundly influence a teacher's teaching methods and the setting of educational goals.

Secondly, a teacher's early educational experiences, particularly their school education, have a long-term impact on their concepts and capabilities for teacher-child interaction. A teacher's teaching style, attitude towards students, and problem-solving approach are often profoundly influenced by the behaviors of teachers they experienced as students, which may serve as templates for their future teaching. A teacher's experiences as a "student" profoundly influence their empathy and synchrony with children when they become "teachers," which is crucial for understanding and respecting children's emotions and thoughts, and for supporting children's learning and emotional needs through effective communication and interaction.

Thirdly, a teacher's childhood experiences significantly shape their self-awareness and markedly affect teacher-child interaction. Positive family experiences encourage teachers to convey respect and understanding in educational practice. However, negative experiences may lead teachers to reproduce unfavorable patterns in interaction, affecting their teacher-child interaction behaviors. Through self-reflection, some teachers can transcend the impact of negative childhood experiences, transforming their personal history into a positive factor that drives educational practice. A teacher's sensitivity and adaptability are key traits for achieving effective teacher-child interaction and personal professional growth. They internalize their childhood experiences and apply them to teacher-child interactions, constantly self-reflecting and regulating to enhance the quality of interactions with children.

The research implications suggest that future studies should enhance teachers' awareness of the impact of their personal childhood experiences on teacher-child interaction. To foster this understanding, preservice and in-service teacher education should place greater emphasis on in-depth reflection on teachers' personal growth histories, particularly their childhood experiences. Concurrently, establishing a comprehensive teacher support system is of significant importance for optimizing teacher-child interactions.