随着学前教育的不断深入发展，国家相继出台一系列规范、章程及指南，明确提出教师要观察和了解幼儿。当前提升教师观察能力的方式依然是以传统的培训形式为主，教师很难将这些专业知识转化为教育实践，从而促进幼儿的发展。而基于实践的辅导（PBC:Practice-Based Coaching）这种新的专业发展路径，旨在支持教师在课堂中实施有效的实践，可以有针对性地、持续地、个性化地提升教师的专业能力。

本研究关注的是教师对幼儿在区域活动中所表现出的学习品质进行观察与支持，利用PBC提升教师的观察能力。将研究对象分为实验组与对照组，参与基于实践的辅导的教师为实验组。本研究想要探讨的是：教师的观察现状、问题与需求是什么？与对照组相比，基于实践的辅导是否可以提升实验组教师的观察能力，进而提升幼儿的学习品质。PBC的干预效果采用以下方式验证。第一，将实验组、对照组教师的观察能力做比较，关注PBC后实验组教师的观察能力是否高于对照组。幼儿学习品质的变化也能从侧面反映教师观察能力的变化，研究者对比了实验组、对照组幼儿学习品质的变化。第二，在PBC后实验组教师的观察能力发生了哪些变化。首先，分析教师撰写的观察记录，对PBC前期和后期两个阶段教师上交的观察记录进行对比；其次，研究者录制实验组教师在区域活动中的对幼儿游戏活动进行观察与指导的视频，对比教师在接受PBC前后支持行为的频次；第三，参与PBC的8名实验组教师填写了PBC社会效度问卷，对社会效度问卷结果做描述分析。

在研究开始前，研究者对两组教师的观察能力进行了调查，结果显示两组教师的观察能力水平相当。研究结束后，实验组教师的观察与指导能力明显高于对照组教师，且实验组教师撰写观察记录、分析解读、为幼儿提供支持等方面有了较大的改变，这表明基于实践的辅导可以提升教师的观察能力。

The observation ability of preschool teachers are the key factors affecting the quality of preschool education. This study focuses on teachers' ability to observe and support children who show approaches to learning in regional activities. At present, the way to improve the observation ability of teachers is still based on the traditional training form.It is difficult for teachers to transform these professional knowledge into educational practice, thus promoting the development of young children. Practice-based Coaching, a new professional development path, aims to support teachers in implementing effective practices in the classroom. It combines the advantages of teacher reflection, peer support, professional feedback, and so on.

This study aims at improving the observation ability of teachers, using the practice-based-coaching to improve. The subjects were divided into experimental group and control group. The teachers who participated in the practice-based coaching were the experimental group. The purpose of this study is to explore whether the practice-based coaching can improve observation ability and improve the approaches to learning. Before the study began, the researchers compared the observational abilities of the two groups, who were equally competent. At the end of the study, the researcher found that the ability of the experimental group teachers was improved obviously, while the control group teachers showed no significant improvement.