摘 要:《幼兒園教育指導綱要(試行)》(以下簡稱《綱要》)中指出: “教師要關注幼兒在活動中的表現和反應,敏感地覺察他們的需要,及時以適當的方式應答,形成合作探究式的師幼互動。”這是新形勢下學前教育發展對教師作出的客觀要求，也是提升教師自身素質的內在需求。本研究以彌勒縣虹溪鎮蒲公英幼兒園趙老師為例,旨在了解趙老師在集體教學活動中作為師幼互動發起者、回應者與幼兒之間的動態情況。在研究過程中，筆者運用觀察法、訪談法和文獻法,了解了趙老師在集體教學活動中與幼兒互動的方式和特點，并根據現狀從教師方面、幼兒方面、家長方面和幼兒園方面進行原因分析,探尋出積極有效互動的策略,希望能為師幼互動更好發展提供借鑒和幫助,促進幼兒良好社會性的發展與健康人格的形成。

關鍵詞： 師幼互動； 集體教學活動 ；個案

Abstract:"Kindergarten education guidelines (try out)\" (hereinafter referred to as the outline) pointed out: \"teachers should focus on children's performance in activity and reaction, sensitively aware of their needs and timely response in the appropriate way, form a cooperative inquiry-based young interaction.\" This study in mile county hongxi zhen dandelion kindergarten teacher zhao , for example, using observation method, interview method and literature method to understand zhao  teachers in the teaching activities of the group as a division between young interactive initiator, respondents with children's interaction and dynamic situation, according to the status quo combined with the characteristics teachers and early childhood development characteristics of root cause analysis, explore the positive and effective interaction strategies, to better guide teacher interaction, to promote good social development and the formation of healthy personality.

Keyword：Teacher-children interaction；Collective teaching activities；case