师幼互动质量是幼儿园的过程性质量，是影响幼儿园高质量发展的关键部分。幼儿园教师的反思有助于教师专业成长和幼儿园教育质量的提高。然而，目前鲜有研究关注到教师反思与师幼互动之间的关系，以及基于教师反思提升师幼互动质量的有效性。因此，本研究分为两个阶段厘清相关问题，以促进幼儿园教师师幼互动质量的提升。

在现状及关系调查阶段，本研究运用观察法和问卷法分别调查了51名幼儿园教师的师幼互动质量情况和教师反思能力，并结合使用访谈法补充了解教师在反思过程中的心理、行为变化。本研究控制人口学变量，对幼儿园师幼互动质量与教师反思能力进行偏相关分析。研究结果显示：师幼互动质量处于中等水平，对幼儿的倾听和支持不足；幼儿园教师反思能力较强，但反思行为难以落实；总体来看，师幼互动质量与教师反思能力呈极其显著的正相关；从各维度来看，教师的情感联系与反思意识存在显著的正相关；师幼互动三维度与教师反思技能呈非常显著的正相关；教师的同伴交流与教师反思毅力存在极其显著的正相关。

在质量提升干预研究阶段，本研究采用文献分析法，在相关反思理论与现实困境的基础上构建基于教师反思的师幼互动提升方案，运用准实验法，对北京市某郊区幼儿园的21名教师进行了三次的教研干预。结果表明：基于教师反思来提升师幼互动质量是可行且有效的干预路径。一方面，干预方案设计具有有效性，主要体现在环节设计的科学合理性、研讨氛围的开放包容性、教研内容的实践贴合性、教研材料的长期支持性四方面；另一方面，教师师幼互动质量后测得分显著高于前测得分，质量提升程度从高到低的维度是：同伴交流、学习支持、情感联系。

基于以上结论，本研究得出相关启示：幼儿园教师层面上，需注重理论联系实践，加强反思的持续性；内化互动反思程序，审视师幼互动观念；掌握多元化互动策略，改进师幼互动实践。幼儿园管理者层面上，应营造开放的反思氛围，创设成长型文化环境；创新以教师为主的教研，助力教师专业成长；实施园本研训一体化，提升教师反思实践能力。

The quality of teacher-child interaction is the process quality of kindergartens and is a key part of the quality development of kindergartens. Kindergarten teachers' reflection contributes to teachers' professional growth and the improvement of kindergarten education quality. However, few studies have focused on the relationship between teacher reflection and teacher-child interaction and the effectiveness of improving the quality of teacher-child interaction based on teacher reflection. Therefore, this study was divided into two phases to clarify related issues in order to promote the improvement of kindergarten teachers' teacher-child interaction quality.

In the current situation and relationship investigation stage, this study used observation and questionnaire methods to investigate the quality of teacher-child interactions and teachers' reflective abilities of 51 kindergarten teachers respectively, and combined the use of interviews to supplement the understanding of teachers' psychological and behavioural changes in the process of reflection. Controlling for demographic variables, this study analysed the partial correlation between the quality of teacher-child interaction and teachers' reflective ability in kindergartens. The results of the study showed that: the quality of teacher-child interactions was at a moderate level, with insufficient listening and support for young children; kindergarten teachers' reflective skills were strong, but it was difficult to implement reflective behaviours; in general, the quality of teacher-child interactions was extremely significantly positively correlated with teachers' reflective skills; in terms of the dimensions, there was a significant positive correlation between teachers' affective connection and reflective awareness; the three dimensions of teacher-child interactions were very significantly positively correlated with teachers' reflective skills; and teachers' peer communication had a highly significant positive correlation with teachers' reflective perseverance.

In the quality enhancement intervention phase, this study used literature analysis to construct a teacher-child interaction enhancement programme based on teacher reflection on the basis of relevant reflection theories and real-life dilemmas, and used the quasi-experimental method to conduct three teaching and research interventions for 21 teachers in a suburban kindergarten in Beijing. The results show that it is a feasible and effective intervention path to improve the quality of teacher-child interactions based on teachers' reflections. On the one hand, the design of the intervention programme was effective, mainly in terms of the scientific rationality of the session design, the openness and inclusiveness of the seminar atmosphere, the practical relevance of the content of the teaching and research, and the long-term support of the teaching and research materials; on the other hand, the teachers' scores on the posttest of the quality of teacher-child interactions were significantly higher than the scores on the pre-test, and the dimensions that were improved from the highest to the lowest level of quality were: peer exchanges, learning support, and affective connections.

Based on the above findings, this study draws relevant implications: at the kindergarten teacher level, it is necessary to focus on the link between theory and practice to strengthen the continuity of reflection; internalise the interactive reflection process to examine the concept of teacher-child interaction; and master diversified interaction strategies to improve the practice of teacher-child interaction. Kindergarten administrators should create an open atmosphere for reflection and create a growth-oriented cultural environment; innovate teacher-oriented teaching and research to help teachers' professional growth; and implement the integration of garden-based research and training to improve teachers' ability to reflect on practice.