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目的:探讨母亲语言支架特征的结构，编制母亲语言支架特征问卷，为描述母亲语言支架特征提供量化、便捷、经济的自评工具。方法:在质性研究和文献研究的基础上建立条目池，对704名学龄前儿童母亲进行问卷调查。经项目分析和探索性因素分析形成正式问卷，2周后对106名母亲重测，搜集量表重测信度资料，采用学龄前儿童表达性词汇核查表为外部效标。采用SPSS 18.0和AMOS 21.0进行统计分析。结果:(1)正式问卷包括两个因子共28个项目，两因子分别为详尽支持性因子和控制拒绝因子，内部一致性系数分别为0.849和0.811，项目负荷在0.482～0.701之间，方差贡献率为40.36%。(2)用AMOS 21.0进行验证性因素分析，结果χn 2/n df＝1.96，RMSEA＝0.05，NFI＝0.86，CFI＝0.90，IFI＝0.89，表明两因子结构符合心理学测量学要求。(3)问卷分半信度n r＝0.801，Cronbach's α＝0.740，两因子重测信度n r1＝0.840，n r2＝0.871。因子1与母亲受教育水平、学龄前儿童表达性词汇发展具有统计学意义的正相关(n r＝0.288，n r＝0.309，n P＝0.000)，因子2与母亲受教育水平不具有统计学意义(n r＝-0.091，n P＝0.052)，与学龄前儿童表达性词汇发展呈负相关(n r＝-0.124)。表达性词汇发展迟缓与非迟缓学龄前儿童母亲在因子1与因子2得分上的差异具有统计学意义[(因子1：迟缓(52.22±10.56)，非迟缓(57.71±7.51)，n t＝-5.07，n P＝0.000；因子2：迟缓(37.12±10.09)，非迟缓学龄前儿童(31.53±8.59)，n t＝4.61，n P＝0.000)]。(4)不同性别与年龄学龄前儿童母亲两因子得分的差异不具有统计学意义[男童：因子1(58.08±8.14)、因子2(32.86±9.51))；女童：因子1(56.93±8.20)、因子2(31.42±8.48)](n t1＝0.205，n P1＝0.838；n t2＝1.737，n P2＝0.083)；年龄n F1＝1.633，n P1＝0.181；年龄n F2＝0.758，n P2＝0.518。n 结论:母亲语言支架特征问卷两因子，具有较好的心理测量学指标，适合于评估3～6岁学龄前儿童母亲语言支架特征。“,”Objective:To explore the structure of maternal verbal scaffolding features and develop a questionnaire on Mother's language scaffolding characteristics, so as to provide a quantitative, convenient and economical self-assessment tool for describing maternal verbal scaffolding features.Methods:On the basis of qualitative research and literature research, a questionnaire survey was conducted among 704 mothers of preschool children. After item analysis and exploratory factor analysis, a formal questionnaire was formed. Two weeks later, 106 mothers were retested to collect test-retest reliability data. Preschool children's expressive vocabulary checklist was used as external criterion.Data were analyzed by SPSS 18.0 and Amos 21.0.Results:(1)The formal questionnaire includes 28 items with two factors-detailed support factor and control rejection factor, the internal consistency coefficients of the two factors were 0.849 and 0.811, the project load was from 0 .482 to 0 .701, and the variance contribution rate was 40.36%.(2) AMOS 21.0 was used for confirmatory factor analysis, indicating that the two-factor structure met the requirements of psychometrics.( χ n 2/n df=1.96, RMSEA=0.05, NFI=0.86, CFI=0.90, IFI=0.89). (3)The results of two-factor text-retest reliability were 0.840 and 0.871 as well as the results of split-half reliability was 0.801.The internal consistency reliability was 0.740.The external validity analysis showed that the mother's education level was positively correlated with factor Ⅰ(n r=0.288, n P=0.000), but not with factor Ⅱ(n r=-0.091, n P=0.052). There was significant difference in factorⅠbetween mothers with expressive vocabulary development delay children (52.22±10.56) and non delayed children (57.71±7.51) (n t=-5.07, n P=0.000). There also was a significant difference in factor Ⅱ between mothers with expressive vocabulary development delay children (37.12±10.09) and non delayed children (31.53±8.59) (n t=4.61, n P=0.000). (4)There was no significant difference in the characteristics of language scaffolding between boys(factorⅠ(58.08±8.14), factorⅡ(32.86±9.51)) and girls' mothers(factorⅠ(56.93±8.20), factorⅡ(31.42±8.48)). Analysis of the sample groups showed that age did not affect the verbal scaffolding features of preschool children's mothers(n F1=1.633, n P1=0.181; n F2=0.758, n P2=0.518).n Conclusion:There are two factors in the questionnaire of the verbal scaffolding features questionnaire, which meet the criteria of psychometrics.The questionnaire of the verbal scaffolding features questionnaire is suitable for evaluating the characteristics of language scaffolding of mothers of preschool children aged 3-6.