“立德树人”是教育的根本任务，“培养德智体美劳全面发展的社会主义建设者和接班人”是教育的根本目标，“以德为先”是时代对教育提出的具体要求。在“德”备受关注的 背景下，本研究聚焦品德启蒙融入幼儿园教育活动的关键指标及教师支持策略，对品德启蒙的相关政策与理论、结构要素与关键指标、发展路径与教师支持策略、活动方案及其质 量提升进行了研究，具体情况如下。 本研究共分为七章，第一章是绪论。主要讨论了“研究什么”、“为什么研究”和“如 何展开研究”的问题。首先，本研究将题目解析为 5 个与品德启蒙融入幼儿园教育活动相 关的子研究问题，分别是：政策要点与理论基础研究、结构要素与关键指标研究、发展路径与教师支持策略研究、要素厘清与方案设计研究、设计方案的质量提升研究，并从理论、 实践和政策三方面阐述了本研究对丰富品德启蒙内涵、推动活动发展进程以及细化相关政 策要求的重要意义。其次，本研究对国外内相关文献进行了详细综述，梳理出了品德启蒙 的内涵、价值、内容与特点及其融入幼儿园教育活动的发展目标、支持策略、活动形式与存在的问题，总结出了已有研究的启示与不足。另外，详细阐述了“如何展开研究”。先梳理了 5 个子研究问题的具体内容，再对具体研究思路与研究方法进行了设计。具体来说，遵循理论研究、政策研究、实证研究与行动研究相结合的循序循证研究范式，选择了文献 研究法、内容分析法、访谈法、德尔菲法以及观察法，进一步支持研究内容的落实。 第二章是政策要点与理论基础研究。首先，对包含品德启蒙相关内容的国内政策进行了梳理，总结出了品德启蒙的两大维度和三大层次。其次，采用文献研究法对皮亚杰的道 德认知发展理论和柯尔伯格的道德认知发展阶段论进行研究，对理论中道德发展的内容， 阶段及特点进行了梳理。最后，总结出了政策要点与理论基础对后续研究的启示，即品德启蒙可分为良好品德和行为习惯两大维度，各维度下可分为国家、社会和个人三大层次，不同层次下的具体内容可包括自我约束能力、平等观念、规则意识和公正观念。 第三章是结构要素与关键指标研究。结构要素指向品德启蒙的维度与层次，即一二级指标。关键指标指向品德启蒙不同维度与层次下的核心要素，即三级指标。首先，选取了具有代表性的包含品德启蒙内容的国内外政策文本，采用内容分析法进行编码分析。然后， 采用访谈法和德尔菲法对结构要素与关键指标体系（初版）进行实证分析与验证。通过政 策和实证研究，得到了结构要素与关键指标体系（终版），包括“良好品德”和“行为习惯” 2 个一级指标，“个人品德”等 5 个二级指标，“尊重并愿意亲近大自然，爱护生命”等 11 个三级指标，每个三级指标下又分别析出了 3 个水平层级，共 33 个水平层级。 第四章是发展路径与教师支持策略研究。发展路径指向品德启蒙活动的活动环节，教 师支持策略指向教师在不同活动环节采用的方式方法。首先，选取了具有代表性的与品德启蒙活动环节与教师支持策略相关的国内外文献，采用文献研究法进行编码分析。然后， 采用访谈法和德尔菲法对发展路径与教师支持策略体系（初版）进行实证分析与验证。通 过理论和实证研究，得到了发展路径与教师支持策略体系（终版），包括“故事导入”“情感体验”“材料探究”“心得交流”与“情境表演”5 个活动环节，与各活动环节相对应的 “用材料设置悬疑，引发幼儿好奇”等 10 个教师支持策略。 第五章是要素厘清与方案设计研究。首先，采用文献研究法对与品德启蒙相关的文献 进行了分析，确定了“中国优秀传统文化之二十四节气”的活动主题和“综合主题活动” 的活动形式。然后，对活动方案的各个组成部分进行了设计。活动目标包括了“品德启蒙”、“学习品质”与“关键经验”三部分，活动条件包括了“原创图画书”与“操作材料”两 部分，活动过程包括了“故事导入”“情感体验”“材料探究”“心得交流”与“情境表演” 五环节，活动评价包括了“儿童发展评价”与“教师反思”两部分。最后，得到了课例方 案（初稿），包括了《我家院里的柿子树》教案、原创图画书和操作材料三部分。 第六章是设计方案的质量提升研究。研究采用行动研究的方式，对教师进行三轮培训， 使其能设计并实施与品德启蒙相关的综合主题活动。整个行动研究以北京市 S 区 4 名幼儿 园教师为研究对象，实施为期 9 周的理论和实践培训。每一轮行动研究采用了观察法并经 历了“计划-行动-观察-反思”四个研究步骤，每一环节层层推进，持续展开。通过三轮的行动研究，参训教师设计并实施了“鹿角变变变”等活动，并形成了包含教案、图画书与 操作材料的配套活动资源包。同时，通过对课例方案的三轮修改与完善，最终得到了课例方案（终稿）。 第七章是综合讨论。首先，分别对品德启蒙融入幼儿园教育活动的重要意义、结构要素与关键指标、发展路径与教师支持策略、要素厘清与方案设计、设计方案的质量提升的 研究成果进行了分析总结。其次，对有待进一步研究的问题进行了讨论，发现本研究在品 德启蒙与各领域目标融合的方式与策略、融入幼儿园教育活动的形式以及行动研究的可推广性方面有待进一步深入探索。

"Cultivate morality and cultivate people" is the fundamental task of education, "Cultivate socialist builders and successors with all-round development of morality, intelligence, physique, aesthetic and labor" is the fundamental goal of education, "Put morality first" is the specific requirement of The Times for education. Under the background that "morality" has attracted much attention, this study focuses on the key indicators and teacher support strategies of integrating moral enlightenment into kindergarten education activities, and studies the relevant policies and theories, structural elements and key indicators, development paths and teacher support strategies, activity plans and quality improvement of moral enlightenment. Details are as follows. This research is divided into seven chapters, the first chapter is the introduction. It mainly discusses the questions of "what to study", "why to study" and "how to conduct research". First of all, this study analyzes the topic into 5 sub-research questions related to the integration of moral enlightenment into kindergarten education activities, which are: Policy key points and theoretical foundation research, structural elements and key indicators research, development path and teacher support strategy research, element clarification and program design research, design program quality improvement research, and from three aspects of theory, practice and policy elaborated this research in enriching the connotation of moral enlightenment, promoting the development process of activities and refining related policy requirements. Secondly, this study carried out a detailed review of relevant literature at home and abroad, sorted out the connotation, value, content and characteristics of moral enlightenment, as well as the development goals, supporting strategies, activity forms and existing problems integrated into kindergarten education activities, and summarized the inspiration and shortcomings of the existing research. In addition, it elaborates "how to conduct research". First, the specific content of the five sub-research questions is sorted out, and then the specific research ideas and research methods are designed. Specifically, following the sequential evidence-based research paradigm that combines theoretical research, policy research, empirical research and action research, literature research, content analysis, interview, Delphi method and observation method are selected to further support the implementation of the research content. The second chapter is the policy key points and theoretical foundation research. First of all, the domestic policies containing the content of moral enlightenment are sorted out, and the two dimensions and three levels of moral enlightenment are summarized. Secondly, this paper studies Piaget's theory of moral cognitive development and Kolberg's theory of stage of moral cognitive development by using literature research method, and sorts out the content, stage and characteristics of moral development in the theory. Finally, the enlightenment of policy points and theoretical basis for subsequent research is summarized, that is, moral enlightenment can be divided into two dimensions of good morality and behavior habits, each dimension can be divided into three levels of the state, society and individual, and the specific content of different levels can include self-restraint ability, equality concept, rule awareness and justice concept. The third chapter is the research of structural elements and key indicators. The structural elements point to the dimension and level of moral enlightenment, namely the first and second level indicators. The key indicators point to the core elements under different dimensions and levels of moral enlightenment, namely the three-level indicators. Firstly, the representative domestic and foreign policy texts containing moral enlightenment content are selected and encoded by the content analysis method. Then, the empirical analysis and verification of the structural elements and key index system (first edition) are carried out by using the interview method and Delphi method. Through policy and empirical research, the structural elements and key index system (final version) were obtained, including 2 first-level indicators of "good moral character" and "behavior habits", 5 second-level indicators such as "personal moral character", and 11 third-level indicators such as "respect and willingness to get close to nature, love life". Under each third-level indicator, 3 horizontal levels were separated, a total of 33 horizontal levels. The fourth chapter is the development path and teacher support strategy research. The development path points to the activities of moral enlightenment, and the teacher support strategy points to the ways and methods adopted by teachers in different activities. Firstly, representative domestic and foreign literatures related to moral enlightenment activities and teacher support strategies are selected and coded analysis is carried out by literature research method. Then, using the interview method and Delphi method, the development path and teacher support strategy system (first edition) are empirically analyzed and verified. Through theoretical and empirical research, the development path and teacher support strategy system (final version) are obtained, including five activity links of "story introduction", "emotional experience", "material exploration", "experience exchange" and "situational performance". Corresponding to each activity link, there are 10 teacher support strategies such as "using materials to set suspense and arouse children's curiosity". The fifth chapter is the research of element clarification and scheme design. Firstly, literature research method is adopted to analyze the literature related to moral enlightenment, and the activity theme of "the 24 Solar Terms of Chinese excellent Traditional culture" and the activity form of "comprehensive theme activity" are determined. Then, the various components of the activity program were designed. The activity objectives include three parts: "moral enlightenment", "learning quality" and "key experience"; the activity conditions include two parts: "original picture book" and "operating materials"; the activity process includes five parts: "story introduction", "emotional experience", "material exploration", "experience exchange" and "situational performance". Activity evaluation includes "child development evaluation" and "teacher reflection" two parts. Finally, I got the lesson plan (the first draft), including the lesson plan of Persimmon Tree in My Yard, the original picture book and operation materials. The sixth chapter is the quality improvement research of the design scheme. The research adopted the method of action research, and conducted three rounds of training for teachers, enabling them to design and implement comprehensive themed activities related to moral enlightenment. The whole action study took 4 kindergarten teachers in S District of Beijing as the research objects, and carried out theoretical and practical training for 9 weeks. Each round of action research adopts observation method and goes through four research steps of "planning-actionobservation-reflection". Each link is advanced and continuously carried out. Through three rounds of action research, participating teachers designed and implemented activities such as "Antler Change ", and formed a supporting activity resource kit containing teaching plans, picture books and operation materials. At the same time, through three rounds of modification and improvement of the lesson plan, the lesson plan (final draft) was finally obtained. The seventh chapter is a comprehensive discussion. First of all, it analyzed and summarized the research results on the significance of integrating moral enlightenment into kindergarten education activities, structural elements and key indicators, development paths and teacher support strategies, element clarification and program design, and quality improvement of design programs. Secondly, it discusses the problems to be further studied, and finds that this study needs further exploration in the ways and strategies of integrating moral enlightenment with goals in various fields, the forms of integrating kindergarten education activities and the extensibility of action research.