当前我国教育已由规模扩张阶段步入高质量发展的新阶段，党的二十大报告明确指出“高质量发展是全面建设社会主义现代化国家的首要任务。”学前教育的高质量发展需要高质量的幼儿园教师，而教师质量的提升需要持续有效的专业发展。当前幼儿园教师专业发展存在诸多问题，造成幼儿教师队伍整体专业化水平不高，制约着学前教师队伍乃至高质量学前教育公共服务体系的建设，导致教师队伍建设和高质量教育的标准仍有较大差距。因此，深入剖析幼儿园教师专业发展的现状、问题和主要原因，提出幼儿园教师专业发展困境的破解之策显得尤为重要。

本研究坚持理论研究与实证研究相结合，对北京市不同性质幼儿园的教师专业发展进行研究。首先，通过文献法梳理分析近年来关于学前教师专业发展的相关研究，以及国家层面和北京市层面对于学前教师培养的相关政策文本；其次，运用访谈法对幼儿园教师、幼儿园教研管理者以及教研员进行深度访谈，通过问卷调查北京市西城、海淀、丰台等9个区的幼儿园教师对教研需求的具体情况，旨在深入了解分析各主体对于当前学前教师队伍建设中困境的认识；再次，综合分析造成幼儿园教师群体现所处困境的政府、幼儿园和教师个人层面的原因，并探寻如何破解当下制约教师专业发展的困境。

通过对北京市幼儿园教师专业发展的现状和困境的调查，发现当前北京市幼儿园教师专业发展中专业理念与师德发展最好，其次为专业知识、专业能力、专业发展意愿，而外在发展环境得分最低，说明教师对专业发展支持环境的满意度仍有待提升。在专业发展的教师自身困境上，表现为幼儿园教师知识能力结构发展不完善、专业提升意愿不足、工作压力偏大以及教师专业身份和家庭角色产生冲突，造成教师个人学习发展效果不佳。在教师专业发展的外部环境困境上，幼儿园教师面临外出进修培训安排不合理、园本教研学习效果不好、教师工作福利待遇保障偏低、学习资源匮乏及组织文化氛围不足，以及在社会面幼儿园教师专业性不被认可等发展困境。内外困境的交织导致幼儿园教师专业发展受限，难以达到高质量发展的水平。

在了解现状与困境的基础上，本研究进一步剖析形成幼儿园教师专业发展困境的原因，结合布朗芬布伦纳生态系统理论，根据教师工作学习的多重环境分析困境形成的原因。在政府层面上，当前教师专业发展制度体系不够完善，教师专业发展仍然缺乏强有力的政策保障；当前幼儿园教师专业发展经费投入不足，对教师培养培训的经费支持仍有待提高；在教师职称晋升管理上，教师上升空间有限，评奖评优制度有待完善。在幼儿园层面上，部分幼儿园举办者的办园理念存在偏差，许多管理者受到逐利取向的影响，并不重视园所教师的专业发展；幼儿园管理者对教师的评价也有待完善，在幼儿园内部教师的专业发展缺乏有效的结果反馈和激励措施。在教师个人层面上，教师职前教育不足导致难以应对保教实践中的问题，专业发展的基础不完善；部分教师主动学习的理念缺失，专业学习的主动性积极性不足，专业精神有待提升。种种原因叠加，导致幼儿园教师专业发展困境的产生。

基于对北京市幼儿园教师专业发展困境现状和原因的调查分析，本研究从政府、幼儿园、教师个人三个层面提出破解当前北京市幼儿园教师专业发展困境的策略。在政府层面上，应当完善教师专业发展顶层设计，明确幼儿园教师的身份；明确各级政府在教师专业发展中的职责，完善教师专业发展配套政策保障体系；加大专项财政投入，加强教师专业发展的经费支持；改善教师职称评聘制度，打通教师向上职业发展通道；建立完善培训制度，满足教师专业学习的需要；健全督导评估制度，在教师考核评价上助力专业发展。在幼儿园层面上，应当加强园长的专业引领，帮助园所教师制定专业发展的规划；减轻园所内教师非教学性事务压力，保障教师有充足时间进行专业发展；还应切实保障幼儿园园本教研培训，重视教师的集体学习；强化教师学习共同体建设，营造适宜学习、鼓励发展的幼儿园文化氛围。在教师自身层面上，教师应当提高自身专业发展的积极性，加强自身的职业认同，积极提高自身知识能力水平，做好专业发展的规划并逐步实现。

Currently, China's education is shifting towards a stage of high-quality development. Accelerating the construction of a high-quality education system, the report of the 20th National Congress of the Communist Party of China proposes that "High quality development is an important task at present." High quality education requires prominent teachers, and only with high-quality kindergarten teachers can high-quality preschool education be provided. The improvement of teacher quality requires sustained and effective professional development. However, there are many problems in the professional development of kindergarten teachers at present, resulting in a low overall level of specialization of the preschool teacher team, which seriously restricts the construction of the preschool teacher team and even the high-quality preschool education public service system, leading to a significant gap between the construction of the teacher team and the standards of high-quality education. Therefore, it is particularly important to deeply analyze the current situation, problems, and main reasons for the professional development of kindergarten teachers, and propose solutions to the difficulties in their professional development.

This study combines theoretical and empirical research, as well as current research and analysis of limiting factors, to study the teacher management status of three types of inclusive kindergartens in Beijing: public kindergartens, public kindergartens, and inclusive private kindergartens. Firstly, through literature review and analysis, research on the learning and development of kindergarten teachers in the past twenty years, as well as policy texts on the training of preschool teachers at the national and Beijing levels, will be reviewed and analyzed; Secondly, interviews and surveys were conducted with teacher trainers, kindergarten principals, teachers, and other groups through interview and questionnaire methods to gain a deeper understanding and analysis of the current difficulties in the construction of the preschool teacher team. Interviews were conducted with kindergarten teachers to gain a deeper understanding of their professional development difficulties and needs; Once again, comprehensively analyze the internal and external reasons that cause the difficulties faced by the kindergarten teacher group, and combine the opinions of preschool education experts, teaching researchers, and kindergarten principals to systematically analyze the deep-seated reasons and improvement methods for the professional development difficulties of kindergarten teachers, and explore how to solve the current difficulties that restrict the professional development of teachers; Finally, based on the background of high-quality development and analysis based on literature and research, practical and feasible countermeasures and suggestions are provided for the government, kindergartens, and individual teachers to promote the professional development of kindergarten teachers in Beijing.

Firstly, this study provides an in-depth analysis of the current situation and challenges in the professional development of kindergarten teachers in Beijing. Many scholars have found that the professional quality of preschool teachers in Beijing is very excellent. Kindergarten teachers fully recognize the value of work, care for and take care of children, and have rich knowledge and childcare education abilities. They also have professional development willingness. The lowest score is in the external development environment, indicating that many teachers hope to have a more beautiful, warm, and suitable kindergarten environment for development. Many of the difficulties that teachers face in their learning and development stem from themselves. It is manifested as the incomplete development of knowledge and ability structure among kindergarten teachers, insufficient willingness to improve their profession, high work pressure, and conflicts between their professional identity and family roles, resulting in poor personal learning and development effects for teachers. Similarly, many teachers face resistance to learning progress from the external environment. Kindergarten teachers face development difficulties such as unreasonable arrangements for outdoor training, poor effectiveness of school-based teaching and research, low guarantee of teacher work welfare benefits, lack of learning resources and insufficient organizational culture atmosphere, as well as the lack of recognition of kindergarten teacher professionalism in society. The interweaving of internal and external difficulties has limited the professional development of kindergarten teachers, making it difficult to achieve a level of high-quality development.

Secondly, this study further analyzes the influencing factors of the professional development dilemma of kindergarten teachers, combined with the Brownfinbruner ecosystem theory, and analyzes the reasons for the formation of the dilemma based on the multiple environments of teacher work and learning. On the government side, the current system of teacher professional development is not perfect enough, and there is still a lack of strong policy guarantees for improving the quality of teachers; Funds currently used for improvement of kindergarten teachers is insufficient, and the funding support for teacher training still needs to be improved; In the management of teacher title promotion, there is limited room for teacher advancement, and the system of award and excellence evaluation needs to be improved. In terms of kindergarten, there is a deviation in the current kindergarten management philosophy of kindergarten organizers. Many managers are influenced by a profit oriented approach and do not attach importance to the growth of teachers in all aspects; The assessment of teachers by kindergarten managers also needs to be improved, and there is a lack of effective feedback and incentive measures for the progress of teachers. In terms of teachers, some personal factors have also caused difficulties in advance of teachers, for example insufficient service education for teachers leading to weak professional foundations and imperfect foundations for professional development; Some teachers lack the concept of active learning, lack the initiative and devotion for the improvement of personal educational value, and change their professional understanding. The combination of various reasons has led to the emergence of difficulties in the professional development of kindergarten teachers.

Finally, this study proposes strategies to solve the current professional development difficulties of kindergarten teachers in Beijing from three levels: government, kindergartens, and individual teachers. On the government side, it is necessary to improve the top-level design of teacher professional development, especially to clarify the identity of kindergarten teachers; Clarify the responsibilities of governments at all levels in the professional development of teachers, and improve the supporting policy guarantee system for teacher professional development; Increase special financial investment and strengthen funding support for teacher professional development; Improve the system of teacher title evaluation and employment, and open up channels for teachers to advance their careers; Establish and improve training systems to meet the professional learning needs of teachers; Establish a sound supervision and evaluation system to assist professional development in teacher assessment and evaluation. In terms of kindergarten, the first step is to strengthen the professional guidance of the principal and assist the teachers in formulating professional development plans; Secondly, the pressure of non teaching affairs for teachers in the kindergarten should be reduced to ensure that they have sufficient time for professional development; Once again, it is necessary to effectively ensure kindergarten based teaching and research training, and attach importance to the collective learning of teachers; Finally, it is necessary to strengthen the construction of a teacher learning community and create a kindergarten cultural atmosphere that is suitable for learning and encourages development. In terms of teachers, they should enhance their enthusiasm for professional development, strengthen their professional identity, actively improve their knowledge and ability levels, and plan for professional development and gradually achieve it.