科学探究过程是实现科技兴国、人才强国战略的重要过程，而跨学科主题学习是实现整体育人的重要路径。因此，本研究在STEAM教育的视角指导下，对学前儿童科学探究过程、教师支持策略和学前儿童科学探究过程的活动方案设计尝试进行初步的研究，并基于学前儿童科学探究过程活动方案开展改进研究，希望能为学前儿童的科学探究过程研究提供参考依据。

第一章是问题提出与文献综述，主要讨论“研究什么”和“为什么研究”的问题。本研究将题目解析为5个子研究问题，分别是STEAM教育及其启示研究、学前儿童科学探究过程研究、学前儿童科学探究的教师支持策略研究、学前儿童科学探究过程的活动方案研制和基于科学探究过程活动方案的改进研究。然后对国内外文献进行了细致综述，厘清了学前儿童科学探究过程及教师支持策略的内涵辨析，并初步明晰了学前儿童科学探究的本质、价值和存在问题等学前儿童科学探究过程相关内容及学前儿童科学探究中的教师支持策略，同时进一步明确了后续研究设计和研究展开的方向。

第二章主要针对“如何展开研究”，尤其是围绕如何展开循序循证的系列子问题研究进行讨论。本研究基于研究问题确定了“科学探究”“科学探究过程”“过程性支持策略”三个核心概念，并且针对子研究问题细致地分解了五个具体研究思路。具体来说，本研究基于循序循证范式的总体设计，对STEAM教育展开了理论研究。为使研究循序循证地展开，本研究选择了文献法、观察法、访谈法、问卷法、文本分析法、德尔菲法、行动研究法作为具体研究方法，以配合上述具体研究思路的落地化展开。

第三章主要通过文献法研究STEAM教育基本问题，讨论了STEAM教育的产生动因、发展历程及其新时代意义来源，解析其本质、内涵、过程与支持策略，最后讨论了STEAM教育特点和启示，对基于STEAM教育视角的科学探究过程进行了初步设想，并为后两章学前儿童科学探究过程研究和教师支持策略研究提供理论启示。

第四章是指向“学前儿童科学探究过程研究”，主要由理论研究、实证研究以及研究结果共三部分内容组成。首先，理论研究部分基于第三章启示，选择科学探究相关文本建构科学探究过程。通过对相关文献的筛选，并选取政策文本中关于科学探究过程的内容，以及课程模式和相关学者研究中的科学探究过程进行补充与印证，再通过观点描述、并置比较并从中得到启示，初步建立起学前儿童科学探究过程指标。接着在实证研究部分主要采用访谈法、观察法、德尔菲法三种究方法，对学前儿童科学探究过程指标深入探究。最终确定了学前儿童科学探究过程的五大过程指标：观察与提问、猜想与假设、计划与实验、分析与解释、交流与分享；行为表现的五个指标：1.能通过观察事物，积极主动地提出疑问；2.结合已有的知识和经验对问题给出预想的答案；3.能够制定计划并按步骤开展实验；4.开展实验后能够得出结论，对结果进行分析并解释清楚；5.能与教师、同伴交流探究结果，倾听他人想法并分享体会，为教师支持策略提供具体且系统的指引。

第五章主要针对幼儿园教师如何支持学前儿童科学探究过程的问题展开研究，并特别重视科学规范地获取数据结果和现状水平。基于第三章和第四章的研究成果，本研究使用文本分析法、访谈法、观察法展开研究。最终确定了教师支持学前儿童科学探究过程的五大过程的11个阶段指标：1.在支架提出问题过程：提供观察机会、鼓励提问；2.在支架猜想与假设过程：图表记录、提供资料；3.在支架计划与实验过程：创设环境、提供材料和机会、指导工具使用；4.在支架分析与解释过程：协助展示、鼓励记录；5.在支架交流与分享过程：挑战质疑、开放式询问。这为学前儿童科学探究过程的活动方案研制提供参考。

第六章是学前儿童科学探究过程的活动方案研制，主要讨论幼儿园教师支持学前儿童科学探究过程在方案设计方面如何展开研究的问题，对学前儿童科学探究过程活动方案进行研制，围绕活动方案目标进行设计，将活动方案分为科学素养目标、学习品质目标和公民素养目标，并对方案条件、过程和评价进行设计与研究，并特别重视科学规范地产出优秀的以科学探究过程为主题的活动方案。

第七章采用行动研究中的“计划、行动、观察、反思”模式开展逐级进阶的三轮行动研究，依据自愿原则在北京市海淀区某幼儿园选取了5位教师进行干预培训，旨在通过为期八周的持续深入干预，提高幼儿园教师的支持学前儿童科学探究过程的能力。基于理论研究和实证研究成果，结合支架教学理论，对幼儿园教师在理念和实践方面进行相关培训，并验证了干预效果。最终，形成了三轮行动研究路径，包括加强专业理解、解决问题、提升经验，并提出了一份旨在提高教师支持学前儿童科学探究能力的行动研究方案，三轮行动研究促成了完善研究成果与改进教学实践的结合。

第八章是综合讨论，主要总结讨论本研究核心的研究问题，并基于现有研究成果讨论未来如何进一步研究。基于上述研究结果，本章主要对学前儿童科学探究过程指标及教师支持策略、基于学前儿童科学探究过程的活动方案设计、关于提升教师支架学前儿童科学探究过程能力的讨论进行了综合性讨论，并在此基础上对研究不足之处与研究展望进行了分析。

The process of scientific inquiry is an important process to realize the strategy of rejuvenating the country with science and technology and strengthening the country with talents, and interdisciplinary theme learning is an important path to realize the whole person. Therefore, under the guidance of STEAM education, this study conducts preliminary research on the scientific inquiry process, teacher support strategies, and activity plan design attempts of preschool children's scientific inquiry process and carries out improvement research based on the activity plan of preschool children's scientific inquiry process, hoping to provide a reference for the research of preschool children's scientific inquiry process.

The first chapter is a question formulation and literature review, focusing on the "what to study" and "why to study" questions. This study analyzes the title into five sub-research questions, namely, STEAM education and its enlightenment, preschool children's scientific inquiry process research, preschool children's scientific inquiry strategy research on teacher support strategies, preschool children's scientific inquiry process activity plan development, and scientific inquiry process-based activity plan improvement research. Then, a detailed review of domestic and foreign literature is carried out to clarify the connotation and analysis of the scientific inquiry process and teacher support strategies of preschool children, initially clarify the nature, value, and existing problems of preschool children's scientific inquiry and the teacher support strategies in preschool children's scientific inquiry, and further clarify the direction of follow-up research design and research development.

Chapter 2 focuses on "how to conduct research", especially how to conduct a series of evidence-based sub-problem studies. Based on the research questions, this study identifies the three core concepts of "scientific inquiry", "scientific inquiry process" and "process support strategy", and carefully decomposes five specific research ideas for sub-research questions. Specifically, this study conducts theoretical research on STEAM education based on the overall design of the evidence-based paradigm. In order to carry out the research in an orderly and evidence-based manner, this study selects the literature method, observation method, interview method, questionnaire method, text analysis method, Delphi method, and action research method as specific research methods so as to cooperate with the implementation of the above specific research ideas.

Chapter 3 mainly studies the basic issues of STEAM education through the literature method, discusses the motivation, development process, and significance of STEAM education in the new era, analyzes its essence, connotation, process, and support strategy, and finally discusses the characteristics and enlightenment of STEAM education, makes a preliminary assumption of the scientific inquiry process based on the perspective of STEAM education, and provides theoretical enlightenment for the research of the scientific inquiry process of preschool children and the research of teacher support strategy in the last two chapters.

The fourth chapter is directed to "Research on the Scientific Inquiry Process of Preschool Children", which is mainly composed of three parts: theoretical research, empirical research, and research results. First, the theoretical research part is based on the enlightenment of Chapter 3, and the relevant texts of scientific inquiry are selected to construct the scientific inquiry process. Through the screening of relevant literature, the content of the scientific inquiry process in policy texts, as well as the curriculum model and the scientific inquiry process in the research of relevant scholars, were supplemented and confirmed, and then the indicators of the scientific inquiry process in preschool children were preliminarily established through point of view description, juxtaposition comparison, and enlightenment. Then, in the empirical research part, three research methods, namely, the interview method, the observation method, and the Delphi method, were mainly used to deeply explore the indicators of the scientific inquiry process of preschool children. Finally, five major process indicators of the scientific inquiry process of preschool children were determined: observation and questioning, conjecture and hypothesis, planning and experimentation, analysis and interpretation, communication, and sharing. Five indicators of behavioral performance: 1. Be able to actively ask questions by observing things; 2. Give expected answers to problems based on existing knowledge and experience; 3. Be able to make plans and carry out experiments step by step; 4. Be able to draw conclusions after conducting experiments, analyze, and explain the results clearly; 5. Be able to communicate with teachers and peers to explore the results, listen to others' ideas and share experiences, and provide specific and systematic guidance for teachers' support strategies.

Chapter 5 focuses on how kindergarten teachers can support the scientific inquiry process of preschool children, with special emphasis on scientific and standardized access to data results and current status. Based on the research results in Chapters 3 and 4, this study uses text analysis, interviews, and observations. Eleven stage indicators for five major processes in which teachers support the scientific inquiry process of preschool children were finalized: 1. The process of asking questions in the scaffold: providing observation opportunities and encouraging questioning; 2. The process of conjecture and hypothesis: chart recording, providing information; 3. In the scaffold planning and experimental process: create the environment, provide materials and opportunities, demonstrate the use of tools; 4. In the process of stent analysis and interpretation: assist in display and encourage recording; 5. In the process of communication and sharing in the bracket: challenge questioning, open inquiry. This provides a reference for the development of activity plans for the scientific inquiry process of preschool children.

Chapter 6 is the development of the activity plan of the scientific inquiry process of preschool children, mainly discussing how kindergarten teachers support the research of the scientific inquiry process of preschool children in the design of the program. The activity plan is divided into scientific literacy goals, learning quality goals, and civic literacy goals, and the program conditions, processes, and evaluations are designed and researched. Special attention is paid to the scientific and standardized production of excellent activity programs with the theme of the scientific inquiry process.

Chapter 7 adopts the "Plan, Act, Observe, Reflect" model in action research to carry out three rounds of step-by-step action research and selects five teachers from a kindergarten in Haidian District, Beijing, for intervention training on a voluntary basis, aiming to improve the ability of kindergarten teachers to support the scientific inquiry process of preschool children through an eight-week continuous, in-depth intervention. Based on theoretical research and empirical research results, combined with scaffold teaching theory, we conducted relevant training for kindergarten teachers in concept and practice and verified the intervention effect. In the end, three rounds of action research paths, including strengthening professional understanding, problem solving, and enhancing experience, and a proposed action research program aimed at improving teachers' ability to support scientific inquiry in preschool children.

Chapter 8 is a comprehensive discussion, mainly summarizing and discussing the core research questions of this study and discussing how to conduct further research in the future based on the existing research results. Based on the above research results, this chapter mainly discusses the indicators of preschool children's scientific inquiry process and teacher support strategies, the design of activity schemes based on preschool children's scientific inquiry process, the discussion on improving teachers' ability to support preschool children's scientific inquiry process, and the research shortcomings and research prospects on this basis.