本研究从支架幼儿积极学习品质养成的视角出发，聚焦于幼儿科学探究过程中的典型行为表现，以及教师支持幼儿进行科学探究的策略。研究围绕理论研究、实证研究和干预研究三个循序渐进的组成部分展开。 第一章是问题提出。在对问题解析和选题缘由进行阐释之后，通过关键词对国内外相关文献进行梳理和分析，发现了幼儿科学探究过程与学习品质所强调的“如何学”在本质上是一致的，并且在科学探究过程中幼儿会表现出积极的学习品质/探究品质，明确了已有研究存在的问题和对本研究的启示，并基于研究问题从支架幼儿积极学习品质养成的视角展开了研究设计。在理论研究部分，研究幼儿科学探究过程的典型行为表现及教师支持策略并析出和暂定初步指标体系；在实证研究部分，修订、完善和确认幼儿科学探究过程的典型行为表现及教师支持策略的指标体系；在干预研究部分，基于确定的指标体系建构旨在支架幼儿积极学习品质涵养的具有桥梁作用的干预方案模型和研制具有种子意义的具体活动方案，同时开展幼儿园教师能力提升的干预、组织幼儿园教师对教育教学方案的实施并进行幼儿园教师能力提升的验证。 第二章是理论研究。首先，从文献梳理、文献并置与比较和指标建构三个方面对国内外相关的政策文件和已有的研究文献进行梳理，析出幼儿科学探究过程的典型行为表现初稿，并进行积极学习品质的链接。具体为科学探究五过程：生疑-猜疑-探疑-答疑-质疑；十个行为指标：1.对新鲜事物感兴趣，经常问各种问题；2.对科学充满兴趣并从中体验到快乐；3.能根据探索结果进行大胆猜测并用一定的方法验证猜测；4.能制定简单的调查计划并实施；5.能感知-理解-描述-应用科学；6.能认识和使用工具；7.能通过探索感知、认识周围的世界；8.能用多种感官或动作去探索物体；9.能用数字、图画、图表或其他符号记录；10.能与他人合作与交流。其次，从文献梳理、文献并置与比较和指标建构三个方面对国内外相关的政策文件和已有的研究文献进行梳理，析出幼儿科学探究过程的教师支持策略初稿，并进行积极学习品质的链接。具体为支持策略五过程：设疑-引疑-导疑-赏疑-置疑；十个策略指标：1.创设情境/环境；2.知识和物质准备；3.时/空间富裕；4.材料丰富适宜；5.倾听/认可/接纳幼儿的猜想；6.方法学习；7.关注/观察；8.有效提问；9.交流表达与总结；10.活动反思与延伸。 第三章是实证研究。首先，通过访谈法的六步路径——确定目标、研制工具、选择被试、收集资料、分析资料和修订结果，修订幼儿科学探究过程的典型行为表现指标得出幼儿科学探究过程典型行为表现二稿；同时通过使用观察法的六步路径——确定目标、研制工具、选择被试、收集资料、分析资料和修订结果，补充幼儿科学探究过程典型行为表现的指标，确认并完善区分点和区分标准后确定指标的五级分层表现；在此基础上通过德尔菲法的六步路径——确定目标、研制工具、选择专家、收集资料、分析资料和确定结果，对幼儿科学探究过程的典型行为表现的理论构想进行检验和完善，同时进行积极学习品质的链接，最终确定了科学探究过程的五过程：生疑-猜疑-探疑-答疑-质疑；典型行为表现的七个指标：1.对新鲜事物好奇、感兴趣，经常问各种问题；2.能根据经验猜想活动结果并进行实验；3.能制定简单的活动计划并实施；4.通过探究活动了解生活中常见的事物；5.认识和使用工具；6.能用数字、图画、图表或其他符号记录活动过程/结果；7.能与他人沟通交流，合作互助。然后，通过访谈法的六步路径——确定目标、研制工具、选择被试、收集资料、分析资料和修订结果，修订幼儿科学探究过程教师支持策略的指标得出幼儿科学探究过程教师支持策略二稿；同时通过使用观察法的六步路径——确定目标、研制工具、选择被试、收集资料、分析资料和完善结果，对幼儿科学探究过程的教师支持策略的指标进行补充；在此基础上通过德尔菲法的六步路径——确定目标、研制工具、选择专家、收集资料、分析资料和确定结果，对幼儿科学探究过程的教师支持策略的理论构想进行检验、完善，同时进行积极学习品质的链接，最终确定了教师支持策略的五过程：设疑-引疑-导疑-赏疑-置疑；支持策略的七个指标：1.创设情境；2.活动准备；3.时空富裕；4.倾听/认可/接纳幼儿的猜想，有效提问；5.交流表达；6.反思总结；7.活动延伸。最后，得出积极学习品质视角下幼儿科学探究过程典型行为表现的“五过程八指标”体系和教师支持幼儿科学探究过程策略的“五过程七指标”体系终稿。 第四章是干预研究。首先，建构了以促进幼儿发展和教师成长为目标，以积极学习品质为纲，以幼儿的典型行为表现和教师的支持策略为翼的“蝴蝶模型”；其次，以“蝴蝶模型”为框架，设计了基于对幼儿典型行为表现和教师支持策略的研究，贴近幼儿园教师的实际岗位需求，将幼儿科学探究五过程和教师支持策略五过程转化成促进幼儿积极学习品质形成的，具有种子意义、可举一反三的综合主题活动方案；然后，使用综合主题活动方案从“加深专业理解——解决实际问题——提升自身经验”三个模块，以“主题座谈、专题讲座、任务驱动——视频解读、教案分析、活动观摩、教案实施——集体研讨、改进意见”九种活动形式对十名青年教师实施干预；最后，借鉴柯氏培训评估模型从学习层、行为层和结果层三方面验证干预效果。学习层评估教师对幼儿科学探究过程的典型行为表现、教师支持策略和综合主题活动方案相关知识的理解和掌握程度，行为层评估教师对教案的设计与书写、教案的组织与实施和在活动中促进幼儿积极学习品质涵养等行为的改变情况，结果层评估教师是否通过活动反思、自省对幼儿和自身的发展产生积极影响。 第五章是综合讨论。首先，对本研究的讨论——第一，从积极学习品质的视角看幼儿科学探究过程；第二，从典型行为指标建构的过程看幼儿科学探究过程的典型行为表现；第三，从积极学习品质的视角看教师支持幼儿科学探究过程；第四，从支持策略指标建构的过程看教师支持幼儿科学探究过程。其次，对有待进一步研究的问题的讨论——第一，关于学习品质与科学探究过程；第二，关于幼儿科学探究过程的典型行为表现；第三，关于幼儿科学探究过程的教师支持策略。

From the perspective of positive approaches to learning development of scaffolding children, this study focuses on the typical behavioral performances of children in the process of scientific inquiry and the strategies that teachers support children in scientific inquiry. The study centers on three progressive components of theoretical research, empirical research and intervention research. The first chapter is about the question. After explaining the question analysis and the reasons for topic selection, this study sorts and analyses the relevant literature at home and abroad through keywords, clarifies the existing problems and Enlightenment to this study, and based on the research questions, carries out the research design from the perspective of positive approaches to learning development of scaffolding children. In the part of theoretical research, study the typical behavioral performances and teacher support strategies in the process of early children scientific inquiry, and analyze and tentatively preliminary index system; in the part of empirical research, revise, improve and confirm the index system of typical behavioral performances and teacher support strategies in the process of early children scientific inquiry, and develops the specific teaching program for the teacher's scaffolding science inquiry process based on the index system. In the part of intervention research, carry out the intervention of kindergarten teachers' ability improvement, organize the implementation of kindergarten teachers' teaching program, and verify the improvement of kindergarten teachers' ability. The second chapter is theoretical research. Firstly, it sorts out relevant domestic and foreign policy documents and existing research literature from three aspects: literature review, literature juxtaposition and comparison, and Index construction. And the preliminary draft of typical behavioral performances in the process of children's scientific inquiry is drawn out, which includes Five processes:Generation—Guess—Inquiry—Solution—Doubt;Ten indicators:1.Be interested in new things and often ask questions; 2.Be interested in science and experience happiness in it; 3.Make bold guesses based on the results of exploration and verify guesses with certain methods; 4.Make simple investigation plans and implement them; 5.Perception-understanding-description-application science; 6.Recognition and use of tools; 7.explore and perceive the world around; 8.Explore objects with multiple senses or actions; 9.Record them with numbers, pictures, charts or other symbols; 10.Be able to cooperate and communicate with others.Secondly, from the three aspects of literature review, literature juxtaposition and comparison, and index construction, the relevant policy documents and existing research documents at home and abroad are sorted out, and the preliminary draft of teacher support strategies in the process of children scientific inquiry is drawn out, specifically for Five processes:Setup—Demonstration—Guidance—Appreciation—Reset; Ten indicators: 1.Create situation/environment; 2.Knowledge and material preparation; 3.Time/space affluence; 4.Abundant and appropriate materials; 5.Listening/recognizing/accepting children's conjectures, effectively asking questions; 6.Methodological learning; 7.Concern/observation; 8.Effective questions; 9.Communication, expression and summary; 10.Reflection and Extension of Activities. The third chapter is empirical research. Firstly, through the six-step path of interviewing method: Defining goals—Developing tools—Selecting subjects—Collecting data—Analyzing data—Revising results, revise the behavioral indicators of children's scientific inquiry process and get the second draft of typical behavioral performance of children's scientific inquiry process. At the same time, use the six-step path of observation method: Defining goals—Developing tools—Selecting subjects—Collecting data—Analyzing data—Revising results, supplementing the indicators of typical behavior performance in the process of scientific inquiry, confirming and perfecting the distinguishing points and distinguishing criteria, and then determining the five-level hierarchical performance of the indicators. On this basis, through the six-step path of Delphi method: Defining goals—Developing tools—Selecting experts—Collecting data—Analyzing data—Revising results, the typical line of scientific inquiry process for children is determined. In order to test and perfect the theoretical concepts and match the positive learning qualities, Five processes of scientific inquiry are finally determined:Generation—Guess—Inquiry—Solution—Doubt ; and Eight indicators of typical behavior performances are determined:1.Be curious and interested in new things and often ask questions; 2.Can guess the result of the activity and carry on the experiment according to the experience; 3.Be able to formulate simple activity plans and implement them; 4.Understanding common things in life through inquiry activities; 5.Understanding and using tools; 6.The process/result of activity can be recorded with numbers, pictures, charts or other symbols. 7.Communicate with others, cooperate and help each other. Then, through the six-step path of the interview method: Defining goals—Developing tools—Selecting subjects—Collecting data—Analyzing data—Revising results, the second draft of the teacher's support strategy in the process of preschool scientific inquiry is obtained by revising the indicators of the teacher's support strategy in the process of preschool scientific inquiry. At the same time, the six-step path of the observation method: Defining goals—Developing tools—Selecting subjects—Collecting data—Analyzing data—Revising results, is used to examines and improves the theoretical conception of teacher support strategies in the process of preschool scientific inquiry. On this basis, through the six-step path of Delphi method: Defining goals—Developing tools—Selecting experts—Collecting data—Analyzing data—Revising results, the theoretical conception of teacher support strategy in the process of preschool scientific inquiry is tested and perfected, and the matching of positive learning quality is carried out. Finally, the Five processes of teacher support strategy are determined: Setup—Demonstration—Guidance—Appreciation—Reset; and Seven indicators of teachers' support strategies are determined: 1.Creating situations/context; 2.Activity preparation; 3.Time and space prosperity; 4.Listening to/approving/accepting children's guesses and asking questions effectively; 5.Communication; 6.Reflect and summarize; 7. Activity extension. Finally, it draws the final draft of "five processes eight indicators" system in the process of children scientific inquiry and "five processes seven indicators" system of teachers' support from the perspective of positive approaches to learning. The fourth chapter is the intervention research. Firstly, a "butterfly model" is constructed, which aims at promoting the development of preschool children and teacher's growth, takes the positive approaches to learning as the outline, takes the typical behavioral performances of children and teacher's support strategies as supporting lines; secondly, based on the "butterfly model" as the framework, based on the research on the typical behavior of children and the support strategies of teachers, close to the actual job needs of kindergarten teachers, the five processes of scientific inquiry and teacher support strategies for children are transformed into a comprehensive thematic activity program which promotes the formation of children's positive approaches to learning, which has seed significance and can be cited as one against the other; then, using the comprehensive theme activity program to“intensify professional cognition-solve practical problems-improve own experience”, with "thematic discussion, special lectures, task-driven,video interpretation, teaching analysis, activity observation, teaching implementation,collective discussion, improvement of opinions" nine activities in the form of nine young teachers implement interventions; finally, based on Kirkpatrick Model assess the effect of the intervention model validation study from learning,behavior and outcomes. The learning evaluates the teacher's understanding and mastery of the typical behavior of the early childhood science inquiry process, the teacher support strategies and the comprehensive theme activity program. The behavioral evaluates the teacher's design and writing of the lesson plan, the organization and implementation of the lesson plan. The results evaluates whether teachers reflect positively through activities and introspection on children and their own development. The fifth chapter is a comprehensive discussion. Firstly, the discussion of this study. First,from the perspective of positive approaches to learning to discuss the process of children scientific inquiry; second, from the process of constructing typical behavioral indicators to analysis the typical behavioral performances of children scientific inquiry process; third, from the perspective of positive approaches to learning to discuss the process of teachers supporting children scientific inquiry; fourth, from the process of constructing supporting strategies indicators to analysis that teachers support children’ scientific inquiry process. Secondly, the discussion of the questions to be further studied. First, on the positive approaches to learning and the process of scientific inquiry; second, on the children ’s typical behavioral performances of the process of scientific inquiry; third, on the support strategies of teachers in the process of scientific inquiry in children.