【摘要】 本文系统梳理了学前融合教育背景下国内外师幼互动相关实证研究。首先，高质量的师幼互动对儿童的语言、认知、学业及社会性发展等具有显著的促进作用，这一结论在普通幼儿及特殊需要幼儿群体中均得到验证。其次，在融合教育环境中，现有研究多集中于对教师与特殊需要幼儿互动现状的描述，普遍存在教师主导性强、特殊需要幼儿主动参与不足等现实困境。最后，本文指出现有研究在深度与广度上的不足，建议未来应进一步丰富研究对象和情境，关注师幼互动的质量评估、影响机制以及干预策略等研究。更多还原

【Abstract】 This paper systematically reviews empirical research on teacher-child interactions in the context of inclusive early childhood education. First, high-quality teacher-child interactions have been shown to significantly promote children’s language, cognitive, academic, and social-emotional development, a finding validated among both typically developing children and those with special needs. Second, within inclusive educational settings, existing studies predominantly focus on describing the current state of interactions between teachers and children with special needs,revealing practical challenges such as teacher-dominated interactions, insufficient active participation of children with special Finally, the paper points out the limitations of current research in depth and breadth, and recommends that future studies should broaden the scope of research subjects and contexts, with a focus on assessing the quality of teacher-child interactions, mechanisms of influence, and intervention strategies.更多还原