随着我国城镇化进程的推进和二孩政策的全面放开，政府和全社会层面对于学前教育的重视程度与日俱增，对于学前教育的要求也由“量”向“质”逐渐转变。如何提升幼儿教师专业能力和素质成为制约学前教育事业发展的一道难题，而集体教学作为一日生活中的重要环节、幼儿园教育活动中的重要组成部分，厘清集体教学背后蕴含着能力素质具有理论和实践双层意义。基于以上背景，本研究通过行为事件访谈法对一线教师进行抽样访谈，探寻集体教学背后的胜任特征。 本研究以丰台区嘉园第一幼儿园的12名一线教师为样本（5名高绩效组，7名普通组），通过行为事件访谈法获取幼儿教师在一线工作中的实践案例，并对访谈结果依据初步编制的集体教学胜任特征框架进行双人编码，对编码结果进行数据分析，进一步构建和完善《集体教学胜任特征辞典》，共分为两个部分： （1）集体教学基准性胜任特征，其中包括：教学计划、资源利用、条件创设、即时反馈、环节整合、反思调整共6项能力。 （2）集体教学鉴别性胜任特征，其中包括：内容选择、内容分析、目标设定、活动创编、教学预设、综合表达、活动组织、有效提问、灵活应变共9项能力。 本研究来源于实践的需求，扎根于一线教师实践案例，因此也具有较强的实践价值。对于一线教师自身专业化发展而言，研究成果能够自评的成为一套参考标准；对于人才培养及培训而言，访谈数据客观反映了一线教师的实际需求，能够提供精准的方向和着眼点；对于教育活动分析与评价而言，本研究结果可作为测评维度，亦可作为相关评价体系构建的基础。

With the advancement of China’s urbanization process and the full liberalization of the two-child policy, the emphasis on preschool education at the government and society level is increasing, and the demand for preschool education is also gradually changing from “quantity” to “quality”. How to improve the professional competence and quality of preschool teachers has become a difficult problem that restricts the development of preschool education. Collective teaching, as an important part of daily life and an important part of kindergarten education activities, clarifies the theoretical and Practice double meaning. Based on the above background, this study conducts sample interviews with front-line teachers through behavioral event interviews to explore the competency characteristics behind group teaching. In this study, 12 first-line teachers from Jiayuan No. 1 Kindergarten in Fengtai District were sampled (5 high-performance groups and 7 ordinary groups), and collective teaching was established through behavioral event interviews, dictionary compilation, double coding, and variance analysis. The competency dictionary is divided into two parts: (1) Benchmark competency characteristics of collective teaching, including: a total of six teaching plan capabilities, resource utilization capabilities, conditional creation capabilities, immediate feedback capabilities, link integration capabilities, and reflection adjustment capabilities. (2) Collective teaching discriminatory competence features, including: content selection ability, content analysis ability, goal setting ability, activity creation ability, teaching preset ability, comprehensive expression ability, activity organization ability, effective questioning ability, flexible resilience A total of nine items. This study comes from the needs of practice and is rooted in the practice of first-line teachers. Therefore, it also has strong practical value. For the professional development of the first-line teachers, the research results can be used as a set of reference standards for self-evaluation; for talent training and training, the interview data objectively reflects the actual needs of front-line teachers, and can provide accurate direction and focus; For the analysis and evaluation of educational activities, the results of this study can be used as a measurement dimension, and can also serve as a basis for the construction of relevant evaluation systems.