提升幼儿园教育教学质量是当前学前教育改革与发展的重要需求，而集体教学活动作为教育活动的重要组织形式之一，是课程实践的重要场所，在幼儿园一日活动中仍占据着重要地位。然而，由于受到历史和现实因素的制约，当前幼儿园集体教学活动中仍存在诸多问题，如目标设置不符合幼儿身心发展规律，教学活动过程不科学，无法有效达成教育教学目标，教师在活动过程中占据绝对主导地位等。其中，集体教学活动的组织实施路径作为连接教学活动目标和教学效果的桥梁，在提升集体教学活动质量中扮演着重要角色。本研究通过对幼儿园集体教学活动实施路径的探究，为幼儿园教育教学目标的落实提供切实可行的抓手，为幼儿园教师设计，实施和反思集体教学活动提供有效支架。本研究共由五章组成。第一章是问题提出，基于幼儿园集体教学活动的重要性和现状，总结幼儿园集体教学活动中实施路径的问题。第二章是研究设计，在明确研究问题的前提下，确定了本研究形成集体教学活动实施路径并进而改进幼儿园集体教学活动质量的研究目标，确立了以行动研究法为主要研究方法的研究设计。第三章是对行动研究开展过程的梳理，遵循行动研究的研究程序按照行动研究的步骤逐一展开，依次、分别陈述三阶段行动研究的研究问题、研究目标、研究方法以及研究结果，在清晰完整地呈现建构和完善集体教学活动实施路径的过程。第四章是结论和建议，通过行动研究三阶段循环上升的过程，本研究发现：1、当前幼儿园集体教学活动中仍存在诸多问题，其中集体教学活动的实施路径是教师主要困惑之一；2、总结出幼儿园集体教学活动实施路径的“五段式”，发现“五段式”为教师反思提供了有效抓手，有利于教师专业发展和师幼互动质量的提升，同时也发现，“五段式”并非适用于所有活动，并且在不同领域的活动中各有侧重或产生变式。第五章是反思与展望，通过回顾本研究的研究过程，提出了本研究在研究范围、研究过程中的局限性，并对未来研究方向提出期待。

Improving the quality of teaching is important to current kindergarten educational reform and development. As one of the important form of teaching, collective teaching is the important place of curriculum practice and plays a key role in a kindergarten’s daily schedule. Many problems remain unsolved in collective teaching activities due to history and realistic factors. Such problems include: goals are inconsistent with children's mental and physical development level, teaching activities are not scientifically designed, educational targets cannot be effectively achieved and activities are often teachers-centered. As a bridge to connect teaching goals and results, the way of teaching collective activity is critical to improve teaching quality. This research aims at providing a solid technique for implementing kindergarten curricula by exploring the appropriate path of collective teaching, as well as developing an effective platform for kindergarten teachers to design, implement and rethink their practice. The thesis consists of five parts. Problems are identified in the first part. Current issues and appropriate paths in collective teaching are discussed to establish the research problems. Based on the present situation of the practice of the kindergarten collective teaching activities, the problems in the implementation path are summed up. The second part is the research plan. Goals are set forth to improve teaching collective activities in kindergartens, and a proper implementing approach of collective teaching is mapped out. Using methods like action research and literature review, the study discusses its theoretical, practical and methodological significance in detail. The third part examines the procedure of action research. Integrating elements such as issues, objective, method, reflection by teachers, feedback by directors and interview of experts, the study is carried out according to the five steps of action research, which are problem identification - theoretical exploration - plan of action - implementation - discussion and completion. Then the research objectives, research methods and research results of three rounds of action research are represented successively and respectively, just to present the entire process of building and improving the implement path of collective teaching activities. The fourth part is the conclusion and the suggestion. The process of the cycle rising of the three-round action research are researched through detailed action, and it is found that: 1, in the collective teaching activities of current kindergarten, the new education concept has penetrated into the thoughts and behaviors of first-line teachers, but there are contradictory transformation of theory and practice, for which there are still many problems in collective teaching activities, including the implement path of the collective teaching activities; 2, the five steps of implement path of the kindergarten collective teaching activities are summed up, and it is found that the five steps can offer some help for teachers to improve their professional development and teacher-children interactions, which can also provide effective gripper for teachers to rethink. At the same time, it is discovered that the five steps are not applicable to all activities and cannot stand still in the designing process of the activities , these five stages may differ in different activities or stages. The fifth part is the reflection and prospect, by reviewing the research process of this study the limitations of the research scope and process are concluded, and expectations for the future research direction is put forward.