本研究的主要目的在於透過CLASS Pre-K評量計分系統的分析，深入研究教師和幼兒之間的互動品質樣貌，以及在該評量系統中呈現的幼兒園師生互動品質等級。研究對象包括三位幼兒園教保服務人員及其班級中的幼兒。研究方法採用質性研究，觀察不同教學時段中教師與幼兒互動的品質，並以CLASS Pre-K評量計分系統進行評分。研究結果顯示，三位教師在CLASS Pre-K的三大領域中的得分分佈如下：在情感支持領域，三位教師的得分均落在中高等級；在班級經營領域，兩位教師的總平均得分落在中高等級，一位落在中等級；在教學支持領域，三位教師的總平均得分皆落在中低等級。此外，主題課程中的觀察結果顯示，三班教師在情感支持領域中的得分均為6分，說明在課程中教師與幼兒之間有頻繁的溝通對話，互動氛圍融洽且相互尊重，使教室成為一個溫暖宜人的環境。教師對學生的努力以及對活動和課程的參與給予正向評價。然而，其中一位教師於主題課程中的班級經營得分較低，表明該班的常規需要重新建立，以避免課程進行中受到行為問題的干擾或中斷。在教學支持領域，該班級的得分也較低，因其師生對話多為教師主導提問，且提問方式較為封閉，幼兒的回答也較簡短。對此表明教師在提問技巧上需要加強，應鼓勵幼兒更多地表達自己的想法，並營造一個有利於提高語言能力的環境。依據本研究之發現，提供未來研究之相關建議，包括CLASS Pre-K評量架構和在職幼教師教學支持領域的建議。

The primary objective of this study was to evaluate the quality of interactions between teachers and preschool children using the CLASS Pre-K assessment system. The study involveed three preschool educators and their classes, employing qualitative research to observe and score teacher-child interactions during various instructional periods. Findings indicated that in the “emotional support” dimension, all three teachers scored within the middle to high range, creating a warm and respectful classroom environment. In the “classroom organization” dimension, two teachers scored in the mid to high range, while one scored in the mid range, indicating that the effective classroom management of the latter should be improved in the “instructional support” dimension, all three teachers scored in the mid to low range. Furthermore, observations during the thematic curriculum revealed high scores in the “emotional support” domain for all three teachers. However, one teacher received a lower score in the “classroom organization” domain, suggesting a need to reestablish routines to prevent disruptions. In the “instructional support” domain, the teacher received a lower score due to predominantly using closed-ended questions, emphasizing the need for better questioning techniques to encourage expressive language use. Recommendations included enhancing teacher-child interaction quality through improved instructional support and further exploration of the CLASS Pre-K framework.

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