[摘要]  冲突行为是幼儿与同伴之间频繁发生的一种社会互动形式，长久以来，我们一般只看到了冲突在表面上显现出的消极特征，而忽视了去挖掘冲突中蕴涵的深层次的心理发展价值。实质上，冲突对儿童的社会化具有独特的价值。

　　本文采用观察法对幼儿园中大班同伴冲突中教师介入行为进行研究，利用分析工具从教师介入行为方式、幼儿反馈行为及情感特征等方面概括出教师介入行为的总体概况；在此基础上，分别就中国教师介入行为情感特征与外籍教师介入行为情感特征之间的文化差异、幼儿园管理制度等进行深入地分析和讨论。

[关键词]  同伴冲突；教师介入

Abstract:Peer Conflict  is the frequent occurrence of a form of social interaction between the child and companion, a long time, we generally only see the negative characteristics of conflict appeared on the surface, to the neglect to dig deep psychological conflict implies the development of value. In essence, the conflict on the socialization of children has a unique value.

In this paper, the kindergarten teacher the Taipan peer conflict intervention behavior observation and analysis tools from the teachers involved in the behavior, the children feedback behavior and emotional characteristics summarized overview of the teachers involved in the behavior of; on this basis, respectively, Chinese teachers involved in the cultural differences between the behavior of the emotional characteristics and emotional characteristics of the intervening act of foreign teachers, nursery management system in-depth analysis and discussion, the following conclusions.  

Keywords:Children's conflict ; Intervention of Teacher.