幼儿时期是个体今后成长和发展的基础阶段，而幼儿教师在其中发挥着十分关键的作用。目前，我国对于学前教育的发展越发重视，对幼儿教师的能力也提出了更高的要求，然而，我国对于幼儿教师的能力的研究多从整体出发，将幼儿教师群体概括性的划分为优秀教师和一般教师，未从人的职业生涯发展阶段出发，也未系统的给出幼儿教师成长阶段中过程完整的、真实性的、具有代表性的工作任务，更未将每个发展阶段的典型工作任务和所需的能力相对应。 本研究从幼儿教师的职业生涯发展阶段出发，选取了8位来自不同省份的幼儿园的骨干教师作为访谈对象并进行了访谈，对十余所北京市一级一类幼儿园进行了无结构式观察，并结合实物分析法，以幼儿骨干教师的工作任务为切入点，从以下两个问题展开：第一，幼儿园骨干教师的典型工作任务有哪些？第二，完成这些典型工作任务需要具备哪些能力。 研究发现，幼儿园骨干教师的典型工作任务主要包括独立主持和开展教科研项目、组织开展教育教学活动、培训年轻教师、主持开展家园共育工作、管理班级以及处理突发事件等六个方面。其中每项典型工作任务都具有以下特征：过程具有完整性、具有挑战性、在幼儿教师的成长中具有重要意义、对幼儿教师的职业能力发展具有促进作用。本研究从综合职业能力出发，主要以专业能力、方法能力、社会能力和个性能力四个维度为出发点，对幼儿教师在骨干教师阶段的每一项典型工作任务所需要具备的能力进行了具体的分析，并对每一个具体能力在每项典型工作任务中的体现进行了探讨。

The period during childhood is the basic stage for individuals to grow and develop in the future, and preschool teachers play a key role in it. At present, our country attaches great importance to the development of preschool education, and puts forward higher requirements for the competence of preschool teachers. However, our country's research on the competence of preschool teachers mostly starts from the whole, divides the group of preschool teachers into excellent teachers and general teachers, and does not start from human career development. It has not systematically given the complete, true and representative work tasks in the process of preschool teacher's growth, and it does not correspond to professional tasks and the required competences of each development stage. In this study, starting from the career development of preschool teachers, eight backbone teachers from different kindergarten in different provinces were selected as the interviewees. More than ten first-class kindergartens in Beijing were observed and using physical analysis method to explore the following two research questions: first, what are the professional tasks in the phase of kindergarten backbone teachers? Second, what competences do they need to accomplish these work tasks? The study found that the professional tasks in the phase of the backbone teachers of the kindergarten mainly include six aspects, namely, independently presiding and carrying out teaching and scientific research projects, organizing educational and teaching activities, training young teachers, organizing activities about corporation between families and kindergarten teachers, managing class and dealing with sudden incident. Each of the professional tasks has the following characteristics: the process is integral, chanllging, important to the growth of the preschool teachers and the promotion of the development of the preschool teachers' professional competence. Starting from the four dimensions of professional action competence: specialized competence, method competence, social competence and personal competence, this study makes a specific analysis on the competence that is needed in completing professional tasks in the backbone phase of preschool teachers and explored the specific performance of preschool teachers when they are doing these tasks.