随着国家和社会对教育事业的不断重视以及教育行业的持续发展，教师队伍建设的重要性凸显出来。人们开始关注教师的发展，并逐渐意识到教师自身的自主性在教师发展、教师队伍建设中发挥的重要作用，从寻求教师专业发展逐渐过渡到寻求教师自主发展。诸多研究表明教师自主发展对于教师发展、教师队伍建设具有重大意义，是教师专业化对教师提出的必然要求，而如何培养实习教师自主发展能力也成为一项重要课题。

本研究以B大学学前教育专业经过教育实习的实习教师为研究对象，使用问卷调查法和访谈法。首先，通过问卷调查了解18级39名幼儿园实习教师自主发展能力的现状，对幼儿园实习教师自主发展能力总体水平进行描述性统计分析。其次，自编《幼儿园实习教师自主发展能力访谈提纲》，访谈了14名幼儿园实习教师，进一步了解实习教师自主发展能力存在的问题及影响因素等，得到以下研究结论：（1）B大学幼儿园实习教师自主发展能力总体及各维度的均值处于中等偏上水平（3.5-4.0），表明实习教师的自主发展能力较强。实习教师自主发展能力五个维度的得分从高到低依次是：交流合作能力（3.91）、研究能力（3.82）和反思改进能力（3.82），最后是职业规划能力（3.69）。（2）实习教师的自主发展能力存在以下三个问题：研究的主动性不高，开展研究能力有待加强；职业规划意识较弱，制定职业规划能力欠佳；合作学习意愿较低，团队协作方法掌握不够。

影响因素方面，幼儿园实习教师的自主发展能力受教师和高校两方面的影响，其中教师层面包括教师自我追求、教师职业认同和教育教学实践，高校层面包括课程设置、教师教学方式及校园文化氛围。

基于对幼儿园实习教师自主发展能力现状及存在问题的分析，笔者从教师个体和高校两方面对提升幼儿园实习教师自主发展能力提出了建议和策略。

With the continuous attention of the state and society to education and the sustainable development of the education industry, the importance of the construction of teachers is highlighted. People began to pay attention to the development of teachers, and gradually realized the important role of teachers' autonomy in Teachers' development, from seeking teachers' professional development to teachers' independent development. The research shows that teachers' independent development is of great significance to improve teachers' professional ability and promote teachers' professional development. It is the inevitable requirement of teachers' specialization, and how to cultivate student teacher' independent development ability has also become an important topic.

This study takes the student teacher of preschool education major in B University as the research object, using the methods of questionnaire and interview. Firstly, through the questionnaire survey to understand the current situation of the independent development ability of 39 kindergarten student teacher at grade 18, and make a descriptive statistical analysis on the overall level of the independent development ability of kindergarten student teacher. Secondly, I compiled the interview outline of kindergarten student teachers' independent development ability, interviewed 14 kindergarten student teachers to further understand the problems and influencing factors of student teachers' independent development ability, and obtained the following research conclusions: (1) the overall and average value of all dimensions of kindergarten student teachers' independent development ability in University B is at the upper middle level (3.5-4.0), indicating that student teachers have strong independent development ability. The scores of the five dimensions of student teachers' independent development ability from high to low are: communication and cooperation ability (3.91), research ability (3.82) and reflection and improvement ability (3.82), and finally career planning ability (3.69). (2) There are three problems in the independent development ability of student teacher: the initiative of research is not high, and the ability to carry out research needs to be strengthened; Weak awareness of career planning and poor ability to formulate career planning; The willingness of cooperative learning is low, and the mastery of teamwork methods is insufficient.

From the perspective of influencing factors, the independent development ability of kindergarten student teacher is mainly affected by teachers and colleges. The teacher level includes teachers' self pursuit, teachers' professional identity, education and teaching practice, and the college level includes curriculum, teachers' teaching methods and campus cultural atmosphere.

Based on the analysis of the current situation and existing problems of kindergarten student teachers' independent development ability, the author puts forward suggestions and strategies to improve kindergarten student teachers' independent development ability from both student teachers and colleges.