摘要  教师介入幼儿同伴冲突时所表现出的言行举止，会对幼儿产生言传身教的作用。本研究采用文献法、问卷调查法和访谈法，深入分析教师介入行为的现状和相关影响因素，以实习园的教师为研究对象，共发放问卷70份，回收有效问卷59份，访谈教师4位。通过对调查结果的分析，得出教师介入水平与其所带班额和教龄无显著性相关，教师介入水平与其职务、学历呈显著正相关；教师介入水平与教师应对方式中的求助呈显著正相关，与幻想、退避呈显著负相关；教师介入水平与教师自评具有一致性等结论并提出相应的教育建议：教师自身水平需进一步提高；加大对同伴冲突行为的重视；开展同伴冲突主题教育活动等教育建议。

Investigation on the Current Situation of Teacher's Intervention Behavior in Peer Conflict of 4-5 year olds

Abstract The behavior and manners shown by teachers when they intervene in the conflict of young children's companions will have the effect of preaching and teaching to young children. In this study, the literature method, questionnaire survey and interview method were used to deeply analyze the current situation of teachers' intervention behavior and relevant  influencing factors. Taking the teachers in the internship garden as the research objects, 70 questionnaires  were issued, 59 effective questionnaires were recovered, and 4 teachers were interviewed.Through the analysis of the survey results,the level of teacher intervention is not significantly related to the class size andteaching age with which they are brought in,the level of teacher intervention is significantly positively correlated with their duties and academic qualifications, the level of teacher intervention is significantly positively correlated with the help of teachers in the way of response, and significantly negative lyse with fantasy and withdrawal, and the level of teacher intervention is consistent with teacherself's self-assessment. On this basis, it is proposed that teachers' own level should be further improved,the emphasis on peer conflict behavior, and Conducting peer-to-peer conflict-themed education activities.

Key Words Child Peer Conflict Intervention Behavior Influencing Factors Coping Style