教师教育研究2019，Vol.31Issue(6)：56-63,8.
双因子模型下的幼儿园师幼互动研究
The Research on the Bifactor Model of Teacherchild interaction
摘要
Abstract
The three-factor,two-factor,one-factor and bi-factor model of CLASS were compared by confirmatory factor anal- ysis in this study.The results showed that the bi-factor model fit the data well.This study further examined the relationship between the bi-factor model and children’s development.The results showed that the general factor of the bi-factor model (i. e.,responsivity teaching)significantly predicted children’s development across social and cognitive domains,whereas the two special factors were significantly related to children’s executive function and cognitive skills,respectively.Further- more,the results in this study also indicated that teachers’experience,monthly income,teacher-to-child ratio,and class size significantly predicted the general factor "responsivity teaching".Improving teachers’income and teacher-to-child rati- o,reducing class size are crucial for improving the overall quality of teacher-child interaction.关键词
师幼互动/双因子模型/儿童发展水平Key words
teacherchild interaction/bifactor model/child outcome分类
社会科学引用本文复制引用
王双,胡碧颖,范息涛,宋占美..双因子模型下的幼儿园师幼互动研究[J].教师教育研究,2019,31(6):56-63,8.基金项目
国家社会科学基金"十三五"规划一般项目(BHA180133) （BHA180133）
四川省教育厅人文社科课题(18SB0672) （18SB0672）
