智力的多元化意味着幼儿互动探究的多元化，多元互动探究对幼儿同伴之间相互学习和个人终身学习与发展有重要的价值，基于多元智能理论对智力的新定义和对智力样态的多元表达，本研究主要是对幼儿多元互动探究典型行为表现及教师支持策略的研究。研究集中在以下两项内容：：一是幼儿多元互动探究的典型行为表现及教师在活动中对幼儿典型行为进行支架的策略，二是提升幼儿园教师支持幼儿多元互动探究能力的行动研究。

第一章是问题提出与研究设计。在问题提出部分，首先，本研究将研究题目分解为三个子研究问题，分别是①幼儿园教育活动中的多元互动探究及其典型行为表现研究；②幼儿园教育活动中的多元互动探究之教师支持策略研究；③提升幼儿园教师支持幼儿多元互动探究能力的行动研究。其次，本研究从多元互动探究对促进幼儿社会性发展及终身发展的重要意义等方面分三点阐述了选题缘由。再次，在对本研究的理论意义和实践意义进行分别阐述之后，本研究以“探究”、“互动探究”、“多元互动探究”、“幼儿园教育活动”、“教师支架”、“教师支持策略”等为关键词在多个数据库中进行文献搜索，对相关文献进行综述，分析梳理后得出：多元互动探究的内涵、价值与基本过程；教师支架、幼儿多元互动探究教师支持策略；教师专业能力提升的相关研究等内容。最后，对已有研究进行述评，并得出了已有研究的不足和对本研究的启示和空间，为接下来的研究开展奠定了基本方向。在研究设计部分，首先，基于问题解析，对“多元互动探究”、“典型行为表现”、“教师支持策略”进行概念界定；其次，依次阐述了本研究的理论基础、研究内容、研究思路；最后呈现了各个阶段所使用的研究方法。

第二章是指向“幼儿园教育活动中的多元互动探究及其典型行为表现研究”，包括理论研究、实证研究两个方面。首先使用文献法，经由“文献选择—观点描述—文献并置与比较—文本启示—初步建构”的五步研究路径对“幼儿多元互动探究典型行为表现”进行理论研究，初步构建幼儿多元互动探究的两大过程和八个阶段下的不同的典型行为表现；其次，使用访谈法，经由“确定访谈目标—研制访谈工具—确定访谈对象—收集访谈资料—分析访谈资料”五步研究路径对本研究拟定的“幼儿多元互动探究典型行为表现“进行修改，再次，使用观察法经由“明确观察目标—确定观察对象—设计观察工具—正式实施观察—分析观察资料”五步研究路径对“幼儿多元互动探究典型行为分层表现”进行划分；最后，使用专家评议法，经由“明确评议目标—确定评议对象—设计评议工具—正式实施评议—回收评议数据”五步研究路径获得的专家修改意见对已有研究成果进行修订和完善。最终，得到本章的研究结果《幼儿多元互动探究典型行为表现终稿》。

第三章是指向“幼儿园教育活动中的多元互动探究之教师支持策略研究”，包括理论研究、实证研究两个方面。其中理论研究主要经由“文献选择—观点描述—文献并置与比较—文本启示—初步建构”的五步研究路径对“幼儿多元互动探究行为教师支持策略”进行理论建构；实证研究主要经由“确定访谈目标—研制访谈工具—确定访谈对象—收集访谈资料—分析访谈资料”五步研究路径对本研究拟定的“幼儿多元互动探究行为教师支持策略“进行修改；再经由“明确观察目标—确定观察对象—设计观察工具—正式实施观察—分析观察资料”五步研究路径对个体探究阶段和集体探究阶段的教师支持策略进行补充；最后经由“明确评议目标—确定评议对象—设计评议工具—正式实施评议—回收评议数据”五步研究路径进行了专家评议。最终，得到本章的研究结果《幼儿多元互动探究教师支持策略终稿》。

第四章是开展提升教师支持幼儿多元互动探究能力的三轮行动研究。第一，对行动研究的目的、对象、计划、过程进行了预先设想。首先确定了“加深专业理解、解决实际问题、提升自身经验”设定为逐级进阶的三轮行动研究目标；其次，依据自愿原则选择了5位幼儿园新教师作为研究对象；最后，结合园所实际情况和教师工作时间安排，制定了为期八周的能力提升培训。第二，按照计划—行动—观察—反思的四个研究步骤展开行动研究。首先，进行第一轮行动研究，对教师进行前测，是有关幼儿多元互动探究及教师支持策略理论知识层面的当前水平能力诊断，通过诊断结果制定有针对性的培训目标、内容和工具等，在培训过程中注意观察参训教师的状态和表现，之后再通过后测验证培训效果，并根据教师的发展变化进一步修订下一轮培训方案。其次，进行第二轮行动研究，依据第一轮的培训结果和修订后的培训方案，对教师进行有关支持幼儿多元互动探究的实践能力诊断，通过诊断结果制定有针对性的培训目标、内容和工具等，在培训过程中注意观察参训教师的状态和表现，之后再通过后测验证培训效果，并根据教师的发展变化进一步修订下一轮培训方案。最后，进行第三轮行动研究；按照前两轮的路径，对教师进行关幼儿多元互动探究及教师支持策略专业反思层面的能力培训。第三，在三轮进行研究的基础上，形成经过依据教师真实反馈信息和表现不断修订完善的有效提升教师支持幼儿多元互动探究能力的行动研究方案终稿和路径模型。

第五章是综合讨论，首先是聚焦本研究内容的讨论。第一，关于幼儿多元互动探究的理论基础及主要路径的讨论，本研究认为，理论基础是析出幼儿多元互动探究路径的重要途径，而落实教师支持策略则需要幼儿多元互动探究的路径支持。第二，关于幼儿多元互动探究典型行为表现及教师支持策略的讨论，本研究认为，典型行为表现是教师支架的参照和依据，支持策略则是对幼儿多元互动探究进行有效支持的重要抓手。第三，关于提升教师支架幼儿多元互动探究能力的讨论，本研究认为加深专业理解是对理论掌握的基本奠基，解决实际问题是应对真实活动情景的关键所在、提升自身经验是教师通过反思总结不断成长进步的动力源泉。其次，对后续研究的进一步讨论。本研究认为幼儿多元互动探究的理论支撑可以更加完善与全面，其指标体系可以放到更大的样本当中验证完善；教师支持策略也需要更进一步的研制，行动研究需要多轮多样本的拓展与优化，这些问题需要后续研究的深度探讨，也为本研究指明了进步方向。

The diversity of intelligence means the diversity of children's interactive inquiry, which is of great value to children's peer-to-peer learning and personal lifelong learning and development. Based on the new definition of intelligence by the theory of multiple intelligences and the multiple expressions of intelligence patterns, this study mainly studies the typical behaviors of children's interactive inquiry and teachers' support strategies. The research focuses on the following two contents: First, the typical behaviors of children's multi-interaction inquiry and the strategies of teachers to support children's typical behaviors in activities; second, the action research to improve kindergarten teachers' ability to support children's multi-interaction inquiry.

The first chapter is the problem raising and research design. In the question raising part, firstly, the research topic is divided into four sub-research questions, which are: ①  Multi-interaction exploration and typical behavior research in kindergarten education activities; ②Research on teacher support strategies of multi-interactive inquiry in kindergarten education activities;③ Action research on improving kindergarten teachers' ability to support children's multiple interactive inquiry. Secondly, this study expounds the reasons for choosing this topic from three aspects, such as the significance of multi-interaction inquiry in promoting children's social development and lifelong development. Thirdly, after expounding the theoretical significance and practical significance of this research, this research uses the keywords of "inquiry", "interactive inquiry", "multi-interactive inquiry", "kindergarten education activities", "teacher support" and "teacher support strategies" to conduct literature search in several databases, and summarizes the relevant literature. After analysis and carding, it is concluded that: the connotation, value and basic process of multi-interactive inquiry; Teachers' support and children's multi-interaction explore teachers' support strategies; Relevant research on the improvement of teachers' professional ability, etc. Finally, the existing research is reviewed, and the shortcomings of the existing research and the enlightenment and space for this research are obtained, which lays the basic direction for the next research. In the part of research design, firstly, based on the problem analysis, the concepts of "multiple interactive inquiry", "typical behavior" and "teacher support strategy" are defined. Secondly, the theoretical basis, research contents and research ideas of this study are expounded in turn. Finally, the research methods used in each stage are presented.

The second chapter points to "Multi-interactive inquiry in kindergarten education activities and its typical behavior research", including theoretical research and empirical research. Firstly, using the literature method, through the five-step research path of "literature selection-viewpoint description-literature juxtaposition and comparison-text revelation-preliminary construction", this paper makes a theoretical research on "typical behaviors of children's multi-interaction inquiry", and preliminarily constructs two major processes of children's multi-interaction inquiry and different typical behaviors in eight stages; Secondly, through the five-step research path of "defining interview objectives-developing interview tools-defining interview objects-collecting interview data-analyzing interview data", the author uses the interview method to modify the "typical behaviors of children's multi-interaction exploration" proposed in this study. Thirdly, the author uses the observation method to explore the typical behaviors of children's multi-interaction exploration through the five-step research path of "defining observation objectives-defining observation objects-designing observation tools-formally implementing observation-analyzing observation data". Finally, using the expert appraisal method, the existing research results are revised and improved by the expert revision opinions obtained through the five-step research path of "defining appraisal objectives, determining appraisal objects, designing appraisal tools, formally implementing appraisal and recovering appraisal data". Finally, the research result of this chapter, The Final Draft of Children's Multi-interactive Inquiry into Typical Behaviors, is obtained.

The third chapter points to "the research on teacher support strategies of multi-interactive inquiry in kindergarten education activities", including theoretical research and empirical research. Among them, the theoretical research mainly constructs the teacher support strategy of children's multi-interactive inquiry behavior through the five-step research path of "literature selection-viewpoint description-literature juxtaposition and comparison-text enlightenment-preliminary construction"; The empirical research mainly modifies the "teacher support strategy for children's multi-interactive inquiry behavior" drawn up in this research through the five-step research path of "determining interview objectives-developing interview tools-determining interview objects-collecting interview data-analyzing interview data"; Then, through the five-step research path of "defining the observation goal-determining the observation object-designing the observation tool-formally implementing the observation-analyzing the observation data", the teacher support strategies in the individual inquiry stage and the collective inquiry stage are supplemented; Finally, through the five-step research path of "defining appraisal target-determining appraisal object-designing appraisal tool-formally implementing appraisal-recovering appraisal data", the expert appraisal was conducted. Finally, the research result of this chapter, The Final Draft of Teachers' Support Strategies for Children's Multi-interactive Inquiry, is obtained.

The fourth chapteris to carry out three rounds of action research to improve teachers' ability to support children's multi-interactive inquiry. Firstly, the purpose, object, plan and process of action research are envisaged in advance. First of all, it is determined that "deepening professional understanding, solving practical problems and improving one's own experience" is the goal of three rounds of action research, which is advanced step by step. Secondly, according to the principle of voluntariness, five new kindergarten teachers are selected as research objects. Finally, combined with the actual situation of the park and the teachers' working time arrangement, an eight-week capacity improvement training was formulated. Secondly, according to the four research steps of plan-action-observation-reflection, the action research is carried out. First of all, the first round of action research, the pre-test of teachers, is about the multi-interactive inquiry of children and the diagnosis of the current level of teachers' support strategy theoretical knowledge. Through the diagnosis results, targeted training objectives, contents and tools are formulated. During the training process, the state and performance of the participating teachers are observed, and then the training effect is verified through the post-test, and the next training plan is further revised according to the development and changes of teachers. Secondly, the second round of action research is carried out. According to the first round of training results and the revised training plan, teachers are diagnosed for their practical ability to support children's multi-interactive inquiry. Through the diagnosis results, targeted training objectives, contents and tools are formulated. During the training process, teachers' state and performance are observed. Then, the training effect is verified by post-test, and the next round of training plan is further revised according to teachers' development and changes. Finally, conduct the third round of action research; According to the path of the first two rounds, teachers are trained in the ability of multi-interactive inquiry of children and professional reflection of teachers' support strategies. Thirdly, on the basis of three rounds of research, the final draft of the action research plan and the path model, which are constantly revised and improved according to teachers' real feedback information and performance, can effectively improve teachers' ability to support children's multi-interactive inquiry.

The fifth chapter is a comprehensive discussion. Firstly, it focuses on the content of this study. Firstly, regarding the discussion of the theoretical basis and main paths of children's multi-interactive inquiry, this study holds that the theoretical basis is an important way to separate out the paths of children's multi-interactive inquiry, while the implementation of teachers' support strategies requires the path support of children's multi-interactive inquiry. Secondly, regarding the discussion of typical behaviors of children's multi-interactive inquiry and teachers' support strategies, this study holds that typical behaviors are the reference and basis of teachers' support, while support strategies are the important starting point for effective support of children's multi-interactive inquiry. Thirdly, on the discussion of improving teachers' ability to support children's multi-interaction inquiry, this study holds that deepening professional understanding is the basic foundation for theoretical mastery, solving practical problems is the key to dealing with real activity situations, and improving one's own experience is the power source of teachers' continuous growth and progress through reflection and summarization. Secondly, the further discussion of the follow-up research. This study believes that the theoretical support of children's multi-interaction inquiry can be more perfect and comprehensive, and its index system can be put into a larger sample to verify and perfect; Teachers' support strategies also need to be further developed, and action research needs to be expanded and optimized by multiple rounds and samples. These problems need to be discussed in depth in follow-up research, which also points out the direction of progress for this research.