“爱家国”情感启蒙对于个体终身发展和适应社会发展具有突出作用，地方依恋则是培养幼儿“爱家国”情感非常重要以及必要的抓手。本研究基于地方依恋的视角，聚焦“幼儿‘爱家国’情感启蒙的指标系统与教师支持策略”展开研究，探讨了地方依恋视角下幼儿“爱家国”情感启蒙的基本问题，研制了幼儿“爱家国”情感启蒙的关键要素、发展进程以及教师支持策略，设计并完善了幼儿“爱家国”情感启蒙的主题探究活动方案。本研究共分为八章，以下是具体章节的描述。

第一章是绪论。本章包括问题提出和文献综述两个部分。问题提出部分，第一，通过问题解析的方式将本研究的总研究问题拆解成六个子研究问题，然后通过阐述地方依恋对于新时代培养幼儿“爱家国”情感的重要性、幼儿园教师全方位支持的关键性、幼儿“爱家国”情感启蒙教育的薄弱且缺乏系统性，由此进一步追溯、论证当今时代的发展要求与改变幼儿教育现状的要求。第二，从理论、实践、政策意义方面阐述本研究开展的价值与意义。文献综述部分，通过使用国内外文献库检索“爱家国”、“情感启蒙”、“关键要素”、“发展进程”、“教师支持策略”、“地方依恋理论”等主题词筛选出有参考价值的高质量文献，梳理地方依恋视角下幼儿“爱家国”情感启蒙的基本问题、关键要素、发展进程和教师支持策略。

第二章是研究设计。本章包括核心概念界定、理论基础、研究目标和内容、研究思路和研究方法五个部分。第一，遵循“概念缘起-相关概念辨析-在本研究中的概念界定”的逻辑梳理了四个核心概念，分别是幼儿“爱家国”情感启蒙、关键要素、发展进程和教师支持策略。第二，从“产生动因与基本观点-对本研究的适宜性分析-在本研究中的具体应用”三个部分梳理了本研究的两个理论基础——地方依恋理论和具身认知理论。其中，地方依恋理论为本研究关键要素与发展进程的构建提供支撑，具身认知理论为本研究教师支持策略的构建提供支撑。第三，进一步明确本研究的四项研究目标与具体的研究内容。第四，研制本研究的总体研究思路和具体研究思路，为后续研究的正式开展指明各子研究问题在不同研究阶段的研究内容、研究方法、研究工具以及预期达成的研究成果。第五，说明文献法、文本分析法、访谈法、观察法、德尔菲法、问卷调查法和作品分析法的定义以及在本研究中的使用目的、使用工具和使用过程。

第三章是幼儿“爱家国”情感启蒙的关键要素研究。本章构成了本研究指标系统的主体部分，具体涉及理论研究和实证研究两部分内容。第一，理论研究按照“分析框架-比较分析-理论构想”的研究路径展开研制。首先，借助地方依恋理论和高瞻课程模式构建幼儿“爱家国”情感启蒙的关键要素分析框架。其次，通过MAXQDA质性分析软件对国内外文本进行并置比较，构建幼儿“爱家国”情感启蒙的关键要素。第二，实证研究部分：首先，通过访谈法修订幼儿“爱家国”情感启蒙的关键要素分类与内涵。其次，运用德尔菲法对其进行验证完善。最后，本研究经由理论阶段、实证阶段构建出完备的幼儿“爱家国”情感启蒙的关键要素，包括地方依赖和地方认同两大关键要素下设的“地点和区域”、“环境机会与影响”、“身份认同”和“公德维护”等二级指标，“识别地理位置与环境”、“认识与运用地图”、“自然环境与生活”、“人文环境与生活”、“自我归属”、“情感联系”、“遵循规范”和“责任担当”等三级指标。

第四章是幼儿“爱家国”情感启蒙的发展进程研究。本章是基于前述幼儿“爱家国”情感启蒙的关键要素研究成果所进行的持续研究，并与之共同构成了指标系统的全部内容，具体包括理论研究和实证研究两个部分。第一，展开理论研究。首先研制区分点和区分标准，然后使用文本分析法研制五级水平，初步建构理论层面的幼儿“爱家国”情感启蒙的发展进程。第二，进行实证研究。首先，运用访谈法对优秀幼儿园教师进行焦点小组访谈收集每个三级指标的五级水平描述。其次，运用观察法在真实情境中观察幼儿来检验五级水平描述的适宜性，并补充相应的等级案例描述。最后，选取专家对经过两次补充与修订后的幼儿“爱家国”情感启蒙发展进程进行评议并进一步修订完善。最终得到包括8项三级指标内涵的16个区分点，24条区分标准及对应水平描述的幼儿“爱家国”情感启蒙的发展进程文稿。

第五章是幼儿“爱家国”情感启蒙的教师支持策略研究。本章是基于前述幼儿“爱家国”情感启蒙的发展进程研究成果所进行的持续研究，具体包括理论研究和实证研究两个部分。第一，理论研究阶段。首先，前期通过文献法筛选与幼儿“爱家国”情感启蒙的教师支持策略相关的高质量文献，梳理基本的理论框架。其次，通过查阅各国与其相关的典型政策文本和权威学者的理论研究成果，运用MAXQDA质性分析软件并通过文本分析法整理其中对幼儿“爱家国”情感启蒙教师支持策略内容的阐述，梳理出理论层面上基于五级水平分层的幼儿“爱家国”情感启蒙的教师支持策略文稿，包括支持幼儿当前水平和支持幼儿拓展水平两个部分。第二，实证研究阶段。首先，通过访谈法来补充基于五级水平分层的教师支持策略，具体讨论划分支持幼儿当前水平和支持幼儿拓展水平的教师支持策略。其次，通过观察法来检验与补充真实情境中教师支持幼儿当前水平和支持幼儿拓展水平的策略的有效性和适宜性。最后，通过德尔菲法来验证与完善基于五级水平分层的教师支持策略。最终得到经由理论阶段、实证阶段构建出的完备的幼儿“爱家国”情感启蒙的教师支持策略文稿。

第六章是幼儿“爱家国”情感启蒙的主题探究活动方案设计研究。本章集中体现了幼儿“爱家国”情感启蒙的关键要素、发展进程与教师支持策略的研究成果，也是将这三部分研究成果落地并转化为供教师使用的研究工具的重要桥梁。在活动方案总体设计的引领下，本研究围绕“高铁路线图”活动主题，具体设计了小班《体验京沪高铁》、中班《绘制京沪高铁路线图》、大班《规划京沪高铁新路线》等一串逐级进阶的活动方案，每个活动方案均包括目标、条件、过程、评价四个方面的设计。

第七章是幼儿“爱家国”情感启蒙的主题探究活动方案完善研究。本章是幼儿“爱家国”情感启蒙的关键要素、发展进程与教师支持策略研究成果在具体情境中的综合运用与持续完善的过程。主要分三轮“计划-行动-观察-反思”的循序循证研究展开，通过“加深专业理解-解决实际问题-提升自身经验”的培训路径切实提升了幼儿园教师理解、支持与反思基于幼儿“爱家国”情感启蒙的关键要素、发展进程与教师支持策略的主题探究活动的专业理论水平、专业实践能力和专业反思能力。同时，以此为抓手，在三轮“计划-行动-观察-反思”循序循证的研究实践中不断改进与完善了小、中、大班主题探究活动方案。

第八章是综合讨论。本章包括总体讨论、具体讨论和研究展望三个部分。第一，整体讨论了本研究与中华优秀传统文化传承、幼儿社会性发展的关系，即幼儿“爱家国”情感启蒙需要与新时代中华优秀传统文化传承的要求相契合，幼儿“爱家国”情感启蒙需要以地方依恋为抓手切实推动幼儿的社会性发展。第二，分别对六个子研究问题进行了讨论，并系统地梳理了相应的研究结论。第三，说明本研究未来的改进方向：1）继续挖掘、梳理幼儿“爱家国”情感启蒙的关键要素，探索地方依恋视角下幼儿“爱家国”情感启蒙的心理机制。2）尝试多活动样态下幼儿“爱家国”情感启蒙的教师支持策略构建。3）增加样本量与扩大样本选择范围，进一步验证与提升研究成果的可推广性。

The emotional enlightenment on "love for home and country" plays a prominent role in the lifelong development of individuals and their adaptation to social progress, with place attachment being a crucial lever for cultivating the emotional connection of preschool children to their home and country. This research, based on the perspective of attachment to place, focuses on the study of the ''indicators system and teacher support strategies for emotional enlightenment on 'love for the home and country' in preschool children. ''It explores the fundamental issues of emotional enlightenment on ''love for the home and country '' in preschool children from the perspective of attachment to place, develops key elements, developmental processes, and teacher support strategies for emotional enlightenment on '' love for the home and country '' in preschool children, and designs and improves theme exploration activity plans for emotional enlightenment on ''love for the home and country'' in preschool children. This research is divided into eight chapters, with the following specific chapter descriptions.

Chapter One is the introduction. This chapter comprises problem statement and literature review. In the problem statement section, firstly, the overall research question is broken down into six sub-research questions through problem analysis. It then elucidates on the importance of place attachment in nurturing preschool children's "love for home and country" emotions in the new era, the crucial role of comprehensive teacher support in kindergarten settings, and the weaknesses and lack of systematic approaches in preschool "love for home and country" emotional enlightenment education. This further traces back to and argues the development requirements of the present era and the demands for changing the current status of preschool education. Secondly, it explains the value and significance of this research from theoretical, practical, and policy perspectives. In the literature review section, by searching domestic and foreign literature databases using keywords such as "love for home and country", "emotional enlightenment", "key elements", "developmental processes", "teacher support strategies" and "place attachment theory" to select high-quality literature with reference value, and to outline the basic issues, key elements, developmental processes, and teacher support strategies for preschool children's "love for home and country" emotional enlightenment from the perspective of place attachment.

Chapter Two is the research design. This chapter consists of five parts: definition of core concepts, theoretical foundation, research objectives and content, research approach, and research methods. Firstly, following the logic of "origin of concepts - differentiation of related concepts - definition of concepts in this research" four core concepts are systematically delineated, namely, emotional enlightenment on "love for home and country" in preschool children, key elements, developmental processes, and teacher support strategies. Secondly, it outlines two theoretical foundations of this study through three parts: place attachment theory and embodied cognition theory. Place attachment theory provides support for the construction of key elements and developmental processes, while embodied cognition theory supports the construction of teacher support strategies. Thirdly, the four research objectives and specific research content are further clarified. Fourthly, it devises the overall research approach and specific research approach, which delineate the research content, methods, tools, and expected outcomes for each sub-research question at different stages of the study, guiding the formal commencement of subsequent research. Fifthly, it explains the definitions of literature review, text analysis, interviews, observations, Delphi method, questionnaire surveys, and artwork analysis, as well as their purposes, tools, and procedures in this study.

Chapter Three focuses on the study of key elements for emotional enlightenment on "love for home and country" in preschool children. This chapter constitutes the main body of the research indicator system and comprises theoretical and empirical research. Theoretical research follows the research path of "analysis framework - comparative analysis - theoretical conception". Firstly, an analysis framework is constructed, leveraging place attachment theory and the exemplary curriculum model. Secondly, through the use of MAXQDA qualitative analysis software, a comparative analysis of domestic and international texts is performed to establish the key elements of emotional enlightenment on "love for home and country" in preschool children. The empirical research section proceeds as follows: Firstly, the key elements classification and connotation of emotional enlightenment on "love for home and country" in preschool children are revised through interviews. Secondly, the Delphi method is employed to validate and improve these key elements. Finally, through both theoretical and empirical stages, this research constructs a comprehensive set of key elements for emotional enlightenment on "love for home and country" in preschool children, including the major elements of local dependence and local identity, which encompass secondary indicators such as "place and region", "environmental opportunities and influences", "identity recognition" and "public ethics maintenance", as well as tertiary indicators such as "identifying geographical locations and environments", "understanding and using maps", "natural environment and life", "cultural environment and life", "self-affiliation", "emotional connections", "adherence to norms" and "taking responsibility".

Chapter Four focuses on the study of the developmental processes of emotional enlightenment on "love for home and country" in preschool children. This chapter is a continuation of the research based on the results of Chapter Three, and together with it, forms the entire content of the indicator system. It comprises theoretical and empirical research. In the theoretical research phase, theoretical research is initiated. Then, distinguishing points and criteria are developed, followed by the use of text analysis to establish a five-level framework, thereby laying the foundation for the theoretical aspects of the developmental processes of emotional enlightenment on "love for home and country" in preschool children. In the empirical research phase, firstly, interviews are conducted with exemplary kindergarten teachers to collect five-level descriptions for each tertiary indicator. Secondly, observations are carried out in real-life settings to test the appropriateness of the five-level descriptions and to supplement corresponding case descriptions. Finally, experts are selected to review and further refine the developmental processes of emotional enlightenment on "love for home and country" in preschool children, resulting in a finalized document comprising 16 distinguishing points, 24 criteria, and corresponding level descriptions for the developmental processes of emotional enlightenment on "love for home and country" in preschool children, encompassing eight tertiary indicators.

Chapter Five focuses on the study of teacher support strategies for emotional enlightenment on "love for home and country" in preschool children. This chapter constitutes a continuation of the research based on the findings of Chapter Four, specifically comprising both theoretical and empirical research sections. In the theoretical research stage, initially, relevant high-quality literature is initially selected through a literature review method, followed by outlining the basic theoretical framework. Subsequently, by consulting typical policy documents from various countries and theoretical research results from authoritative scholars, and utilizing MAXQDA qualitative analysis software along with text analysis, we organize the relevant content, outlining the theoretical-level teacher support strategy documents based on a five-level hierarchical structure for emotional enlightenment on "love for home and country" in preschool children. In the empirical research stage, firstly, interviews are conducted to supplement the study, specific discussions are held regarding the division of teacher support strategies into those supporting children at their current level and those supporting children in expanding their level. Secondly, observations are conducted to test and supplement the effectiveness and appropriateness of teacher support strategies for both supporting children at their current level and supporting children in expanding their level in real-life situations. Finally, the Delphi method is utilized to validate and refine the five-level stratified teacher support strategies. Ultimately, a comprehensive manuscript of teacher support strategies for emotional enlightenment on "love for home and country" in preschool children is obtained through both theoretical and empirical stages.

Chapter Six is the study on the design of thematic exploratory activity plans for emotional enlightenment on "love for home and country" in preschool children. This chapter focuses on the research outcomes of Chapters Three, Four, and Five, serving as a crucial bridge for translating them into research tools usable by teachers. Guided by the overall design concept of activity plans, this chapter focuses on the theme of "High-Speed Railway Map" and specifically designs a series of progressively advanced activity plans for different age groups, including "Experience the Beijing-Shanghai High-Speed Railway" for the younger class, "Drawing the Beijing-Shanghai High-Speed Railway Map" for the middle class, and "Planning a New Route for the Beijing-Shanghai High-Speed Railway" for the older class. Each activity plan includes design aspects such as objectives, conditions, processes, and evaluations.

Chapter Seven is the study on the refinement of thematic exploratory activity plans for emotional enlightenment on "love for home and country" in preschool children. This chapter is the process of integrating and continuously refining the research outcomes of Chapters Three, Four, and Five in specific contexts. It primarily unfolds through three rounds of sequential and evidence-based research: "plan-action-observation-reflection", have been effectively enhanced the understanding, support, and reflection of kindergarten teachers on the key elements, developmental processes, and teacher support strategies based on emotional enlightenment on "love for home and country" in preschool children through a training path of "deepening professional understanding-solving practical problems-enhancing personal experience". Additionally, this chapter aims to elevate the professional theoretical level, practical abilities, and reflective capabilities of kindergarten teachers in the thematic exploration activities based on emotional enlightenment on "love for home and country". Furthermore, leveraging this approach, continuous improvements and enhancements have been made to thematic exploration activity plans for small, medium, and large classes throughout the three rounds of sequential and empirical research practice.

Chapter Eight is the comprehensive discussion. This chapter consists of three parts: general discussion, specific discussion, and research prospects. Firstly, the overall discussion addresses the relationship between this study and the inheritance of Chinese excellent traditional culture and the social development of preschool children. It emphasizes the alignment between emotional enlightenment on "love for home and country" in preschool children and the requirements of inheriting Chinese excellent traditional culture in the new era. It also underscores the need for emotional enlightenment on "love for home and country" to effectively promote the social development of preschool children with place attachment as the starting point. Secondly, each of the six sub-research questions is discussed separately, and the corresponding research conclusions are systematically summarized. Thirdly, the future directions for improvement of this study are outlined: 1) Continuing to explore and organize the key elements of emotional enlightenment on "love for home and country" in preschool children, and investigating the psychological mechanisms of emotional enlightenment on "love for home and country" in preschool children under the context of place attachment. 2) Exploring the construction of teacher support strategies for emotional enlightenment on "love for home and country" in preschool children under various activity modes. 3) Increasing the sample size and expanding the sample selection scope to further verify and enhance the generalizability of the research findings.