园本教研是一项基于幼儿园实际问题而进行的团队研修活动，是幼儿园教师进行的教学行动研究，也是幼儿园教师通过团队力量完善自身教学，促进教师专业能力提升，提高教学质量的重要途径。而园本教研质量则关系到其成果是否能够有效应用于教学实践，这影响到教学质量提升的幅度和幼儿园教师的付出是否具有价值。 而有质量的幼儿园园本教研活动是由专业学习共同体共同建构的。而这样的专业学习共同体时一个有共同愿景，能够对团队所需的内容有共享的价值和愿景；分布式领导下权力充分得到发挥；个性化实践贴合实际，有个人想法和特色，充分发挥教师的积极主动性；集体反思时教师之间是合作、共享的；整个共同体的活动能够得到足够的支持，确保共同体的园本教研活动能够得到最大可能的取得实效。 本研究以行动研究为主要研究方法，以贵州省H幼儿园为主要研究场所，通过自编调查问卷，结合教师访谈，查阅资料，参与幼儿园园本教研等方式了解H幼儿园园本教研质量的现状和影响因素。并在此基础上从专业学习共同体的五个方面出发，拟定行动策略加以实施，整个过程充分考虑专业学习共同体五方面是否得到最大的改善，并以此来反思园本教研活动的质量。在三轮行动研究中，分别以H幼儿园的角色游戏自主建构和集体教学活动提升为园本教研主题设计园本教研方案和实践。经过三轮行动研究，H幼儿园在园本教研活动的组织形式、对应用研究成果的个性化实践、教师个人权利的充分体现、团队建构方式等都有了较大的改变。而园本教研管理者也对幼儿园园本教研活动的组织和实施有了新的思考。专业学习共同体视角下的园本教研活动正在H幼儿园得到落实，园本教研质量也得到提升。

Kindergarten-based teaching and research is a team research activity based on practical problems in kindergartens. It is a teaching action research carried out by kindergarten teachers, and an important way for kindergarten teachers to improve their teaching through teamwork, It is also a promote teachers' professional ability and improve teaching quality. However, the quality of kindergarten-based teaching and research is related to whether the results can be effectively applied to teaching practice, which affects the improvement of teaching quality and whether the efforts of kindergarten teachers have value. The quality of kindergarten-based teaching and research activities are jointly constructed by the professional learning community. Such a professional learning community has a common vision, which can share the value and vision of what the team needs. The power under distributed leadership is fully developed. The individualized practice fits the reality, has the individual idea and the characteristic, displays the teacher's active initiative fully; Teachers cooperate and share in collective reflection. The activities of the community as a whole can be adequately supported to ensure that the community's kindergarten-based educational and research activities are as effective as possible. This study takes action research as the main research method and H kindergarten in Guizhou province as the main research site. Through self-compiled questionnaire, combined with teacher interview, data access, and participation in kindergarten-based teaching and research of H kindergarten, the current situation and influencing factors of the quality of kindergarten-based teaching and research of H kindergarten are understood. On this basis, from the five aspects of the professional learning community, the action strategy is formulated and implemented. The process fully considers whether the five aspects of the professional learning community have been improved to the greatest extent, and reflects on the quality of kindergarten-based teaching and research activities. In the tthree rounds of action research, the kindergarten's teaching and research program and practice were designed with the independent construction of role games and the promotion of collective teaching activities in H kindergarten as the theme of the kindergarten's teaching and research. After three rounds of action research, H kindergarten has greatly changed the organizational form of kindergarten-based teaching and research activities, the individualized practice of applied research results, the full embodiment of individual rights of teachers and the way of team construction. And the kindergarten - based teaching and research managers also have a new thinking on the organization and implementation of kindergarten - based teaching and research activities. From the perspective of professional learning community, kindergarten-based teaching and research activities are being implemented in H kindergarten, and the quality of kindergarten-based teaching and research has also been improved