本研究通过问卷法和访谈法对北京师范大学实验幼儿园教师群体的观察能力现状进行调查，得出以下结论：北京师范大学实验幼儿园教师的观察能力总体处于中上水平，四个维度中筛选有价值信息进行观察记录的能力最强，运用观察方法的能力最弱；学历对教师的观察能力没有影响，职务、教龄、任教班级和班级规模对教师观察能力的影响较为显著。笔者结合数据结论和访谈资料从教师自身、幼儿园和专业教育三个方面分析影响教师观察能力的积极和消极因素，再从这三个角度分别出发提出提升幼儿园教师观察能力的支持性建议和策略。

This study investigates the current situation of teachers’ observational ability in Beijing Normal University Experimental Kindergartens through questionnaires and interviews, and draws the following conclusions: The observational ability of teachers in Beijing Normal University Experimental Kindergartens is generally at the upper-middle level. Among the four sub-dimensional abilities, the ability to filter and record valuable information is the strongest, and the ability to use the observation method is the weakest. There is no significant difference in the observational ability among teachers with different academic qualifications. Position, teaching age, teaching class and class size have a critical influence on the teacher's observational ability. Combining the data conclusions and interview data, the author analyzes the positive and negative factors that influence the teacher's observational ability from three aspects: teachers themselves, kindergarten and professional education, and then proposes supportive suggestions and strategies to improve the kindergarten teachers' observational ability from these three perspectives.