党的二十大后，幼儿园教师作为学前教育高质量发展的关键性力量，其专业发展越来越受重视，而培养反思型教师是教师专业化发展的核心和关键。现有提升教师反思能力的方式以传统理论培训、教师自我学习居多，存在脱离教师教育实际、易受个人能力水平限制等不足，教师未能掌握较为系统的模式来指导自己在实际工作中的反思，反思效果不佳。而ALACT反思模型作为一种系统框架，将内隐化的反思过程模式化，为教师的主动反思提供借鉴，并指导教师开始新一轮行动和反思，实现教师反思能力的螺旋上升。因此，本研究希望了解幼儿园教师反思能力的现状，并探讨运用ALACT反思模型是否可以提升幼儿园教师的反思能力、教师的反思能力发生了什么变化，以探讨提升幼儿园教师反思能力的实践路径，丰富相关的实践研究。

首先，为了解幼儿园教师反思能力的现状，本研究通过问卷法和访谈法开展研究，通过滚雪球取样方法收集到北京、河南、四川、重庆、河北、云南、山西等十个省份共174名教师的问卷，并从中选取9名教师进行访谈。通过对数据的分析，发现：幼儿园教师可以认识到反思的重要性及其对幼儿、自身发展的价值，但对反思的认识存在偏差，主动性和积极性较弱；反思内容以集体教育活动和幼儿发展为主，基本在活动后围绕不足之处进行；反思频率多数为一星期一次，常用方式为和同事谈一谈、想一想和写反思案例；近一半教师的反思处于较低的技术理性水平，近三分之一教师处于中间的实践行为水平，五分之一处于较高的批判反思水平；存在专业知识不足、时间有限难以做到事事反思、面面俱到等问题，需要更细致的理论学习，并能够在工作中实践、反思再实践，同时多一些和同事的交流学习。

然后，本研究关注运用ALACT反思模型提升教师的反思能力，在园所安排下选取6名教师参与教研。研究前通过问卷、访谈、反思案例对教师反思能力进行前测，然后分三阶段设计8次教研活动，运用ALACT反思模型开展教研对参与教师进行干预，干预后参考前测方法开展后测。干预效果采用以下方式验证。第一，将参与教研教师的反思能力做前后比较，关注教研后是否高于教研前。第二，教研后教师的反思能力发生了哪些变化。对教研前后访谈的文本进行三级编码，对反思案例不同维度出现的频次做描述统计，并记录教研中教师有关的发言；第三，参与教研的6名教师填写社会效度问卷，对社会效度问卷结果做描述分析。

研究结束后，参与教师的反思水平得分显著高于前测，且教师对反思的认识由“再忆复盘”到深入分析、反思的内容和方式由单一到多元、反思水平由关注目标达成到系统化反思，社会效度调查各题目的平均得分在3-4.5之间，得到多数教师认可，也说明运用ALACT反思模型可以提升教师的反思能力。

本研究梳理了幼儿园教师的反思能力现状，并总结了其中存在的问题和教师的需求，可以为后续开展相关研究提供一定现实依据；同时本研究使用ALACT反思模型开展干预，有效提升了教师的反思能力，既丰富了ALACT反思模型的相关研究，也拓宽了在实践中提高幼儿园教师反思能力的路径和手段。

After the 20th CPC National Congress, preschool teachers as a key force for the high-quality development of preschool education, their professional development has been paid more and more attention, and cultivating reflective teachers is the core and key to the professional development of teachers. The existing ways to improve teachers' reflection ability are mainly traditional theoretical training and teachers' self-learning, which are divorced from the reality of teacher education and easy to be limited by personal ability level. Teachers fail to grasp a more systematic mode to guide their reflection in practice, and the effect is not good. As a systematic framework, ALACT reflection model models the implicit reflection process, provides reference for teachers' active reflection, and guides teachers to start a new round of action and reflection, so as to realize the spiral rise of teachers' reflection ability. Therefore, this study hopes to understand the current situation of preschool teachers' reflective ability, and explore whether the application of ALACT reflective model can improve preschool teachers' reflective ability and what changes have occurred in their reflective ability, so as to explore practical paths to improve preschool teachers' reflective ability and enrich relevant practical research.

First of all, in order to understand the current situation of preschool teachers' reflective ability, this study conducted research through questionnaire and interview methods. A total of 174 teachers from Beijing, Henan, Sichuan, Chongqing, Hebei, Yunnan, Shanxi and other ten provinces were collected by snowball sampling method, and 9 teachers were selected for interview. Through data analysis, it was found that preschool teachers could realize the importance of reflection and the value of reflection for children and their own development, but they has a biased understanding of reflection and were weak in initiative and positivity. The reflection content mainly focuses on the collective education activities and the development of children, and basically focuses on the shortcomings after the activities. The frequency of reflection is mostly once a week, and the common way is to talk with colleagues, think about and write reflection cases, but writing reflection cases is mostly a job requirement; nearly half of the teachers' reflection is at a low level of technical rationality, nearly one-third is at a middle level of practical behavior, and one-fifth is at a high level of critical reflection.Due to the lack of professional knowledge and limited time, it is difficult to reflect on everything and cover all aspects, etc., which requires more detailed theoretical study, practice, reflection and practice in work, and more communication and learning with colleagues.

Then, this study focused on the application of ALACT reflection model to improve teachers' reflective ability, and selected 6 teachers to participate in the guidance arranged by the kindergarten. Before the study, questionnaire, interview and reflection cases were used to pretest teachers' reflective ability, and then eight teaching research activities were designed in three stages. The ALACT reflection model was used to conduct teaching research and intervention for participating teachers. After the intervention, the pretest method was used to conduct post-test. The effect of intervention was verified in the following ways: First, the reflective ability of the tutor is compared before and after the tutor, focusing on whether the reflective ability is higher than that before the tutor; Second, what changes have taken place in teachers' reflective ability after tutoring? Three levels of coding were carried out on the text of the interviews with the teachers before and after, the frequency of the reflection cases in different dimensions was described and counted, and the speeches of the teachers in the teaching research were recorded; Third, the 6 teachers who participated in the tutoring filled in the social validity questionnaire, and the results of the social validity questionnaire were described and analyzed.

After the end of the study, the scores of the participating teachers' reflective ability were higher than those in the pretest, and the teachers' understanding of reflection changed from "re-review" to in-depth analysis, the content and mode of reflection changed from single to multiple, and the level of reflection changed from focus on goal achievement to systematic reflection. The average score of each question in the social validity survey is between 3 and 4.5, which is recognized by most teachers. It also shows that the application of ALACT reflective model can improve teachers' reflective ability.

This study sorted out the current situation of preschool teachers' reflective ability, and summarized the existing problems and the needs of teachers, which can provide a certain practical basis for the follow-up research. At the same time, this study uses ALACT reflective model to carry out intervention, which effectively improves teachers' reflective ability, not only enrich the relevant research of ALACT reflective model, but also broadens the path and means to improve preschool teachers' reflective ability in practice.