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This thesis firstly explains the meaning of preschool teacher-parent interaction, discusses research background and significance, introduces research object, content, method and process, illuminates points of research characteristic and innovation. The preschool teacher-parent interaction mentioned in this thesis indicates all kinds of forms, contents and degrees of interpersonal interaction that happen between preschool teacher and parents and the influence of this interaction. The research significances of this thesis include: on one hand, through referring and absorbing theories of different subjects, expands research angle of view of preschool teacher-parent interaction, enriches its research content; on the other hand, through analyzing the actual situations of preschool teacher-parent interaction, discovers questions, analyzes causes of formation, puts forward suggestions to enhance the quality of preschool teacher-parent interaction.Secondly, this thesis expatiates the theoretical basis of preschool teacher-parent interaction (including human developmental ecology theory, cooperative study theory, social interplay theory); reviews national and international scholars’ researches about preschool teacher-parent interaction ( while researches of foreign researchers focus on the effect, type and influence factors et al, researches of native researchers concentrate value, quality, content, form and questions et al.)Thirdly, this thesis mostly adopts five research methods, i.e. the literature method, questionnaire method, observe method, interview method, and written material analysis method to study the existing circumstances of preschool teacher-parent interaction (including part orientation, part expectation, subjective activity, content, form, frequency, effect, question and satisfied degree and characteristics when children arrive or depart kindergarten et al.)Finally, this thesis through summarizing the four dimensions, i.e. direction level, width level, depth level, frequency level to analyze the main characteristics and currently successful experience of preschool teacher-parent interaction in Shanghai, points out the existing problems and shortcomings, suggests the relevant reformative strategies to preschool teacher, parents, preschool education normal training institutions respectively. Furthermore, it also indicates the insufficiencies of this research and future works that wait to be researched.
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