The Associated Logic, Dilemma and Innovative Path of Teacher-Child Interaction in the Perspective of CLASS Theory

师幼互动质量不仅是幼儿园教育质量的关键要素，还是我国学前教育内涵式发展的重要方面。运用文献资料、逻辑分析等方法，从CLASS理论视域下探析师幼互动的关联逻辑、困境与创新路径。研究发现：CLASS理论与师幼互动的关联逻辑在于理论同源性与实践契合性。CLASS视域下师幼互动面临情感支持的缺乏、课堂组织的失衡、教学支持的脱节的现实困境。基于此，提出情感交融，以情育情；协调秩序，灵活组织；回应需求，弥合引导的创新路径。The quality of teacher-child interaction is not only a key element of the quality of kindergarten education, but also an important aspect of the connotative development of pre-school education in China. Using literature, logical analysis and other methods, we analyze the associated logic, dilemma and innovative path of teacher-child interaction from the perspective of CLASS theory. The study found that the logic of CLASS theory and teacher-child interaction lies in the homology of the theory and the fit of practice, and that teacher-child interaction in the CLASS perspective faces the dilemmas of lack of emotional support, imbalance of classroom organization, and disconnection of pedagogical support. Based on this, we propose innovative paths of emotional integration, nurturing emotions with emotions, coordinating order, flexible organization, responding to needs, and bridging guidance.