高质量的学前教育实践需要专业化的幼儿园教师，专业化的幼儿园教师只能成长于高质量的学前教育实践。在十八大报告提出“办好学前教育”的背景下，研究幼儿园教育活动和基于幼儿园教育活动的教师专业成长有着重要的现实意义。本研究选择“高校•幼儿园伙伴合作关系中的教师专业成长”进行初步研究，试图为高质量学前教育实践的尽快形成和高水平的幼儿园教师专业成长提供些许参考。本研究在对国内外相关研究文献进行广泛阅读的基础上，对研究问题进行解析，对核心概念进行界定，确定了以作品取样系统作为主要研究方法，并确定了“理论与实践探讨——现场实证研究——讨论与建议”的研究思路，即首先对高校•幼儿园伙伴合作关系和幼儿园教师专业成长的国内外理论与实践进行探讨，提出研究问题；其次，运用作品取样系统、观察法与访谈法在幼儿园真实情境中对教师专业成长进行实证研究；最后对收集的数据进行分析讨论，得出研究结论并提出教育建议。本研究的研究结论主要有三个方面：第一，幼儿园课例形成过程包括三个环节和五个步骤。三个环节分别是课例的实践性提炼、课例的文字雏形和课例的循环打磨；五个步骤分别是理解审阅原教案、带着问题看现场、反思总结提意见、互动研磨面对面和成稿实施看实效。第二，高校•幼儿园伙伴合作促进教师专业教育观念、专业知识和专业能力等方面的成长。具体来说，幼儿园教师明确了自身的教育观念，发现了个人知识与行动中的矛盾，丰富了新的教育教学目标与策略；高校“准教师”增进了专业认同感，积累了实践的经验，更深入地理解了理论的意义。第三，高校•幼儿园伙伴合作具有共生性、聚焦性和层次性等特点。基于前述研究结论，本研究从三个方面进行讨论并提出教育建议：第一，情境性的学习环境调动教师已有经验、主体性的学习方式帮助教师成为知识的主动建构者、平等的学习氛围促进教师专业成长；第二，提出“实践体悟—反思对话—抽象总结—表现交流—加工行动”的幼儿园教师专业成长路径和“理论学习——实践观察——反思提问——互动交流——加工经验”的高校“准教师”专业成长路径。第三，高校•幼儿园伙伴合作遵循平等共赢、互动生成的伙伴合作原则，聚焦可操作的伙伴合作方式，以及满足不同教师专业成长需求的合作目标。

High quality teachers are critically important for success of early childhood education. On the background of DEVELOP PRE-SCHOOL EDUCATION promoted by Eighteenth Party Congress, it is practical meaningful to study on early childhood education and teachers’ professional develop. Kindergarten teachers' professional development gap exists between urban and rural China, public and private kindergartens, different regions, and the professional level of teachers is uneven. And traditional teachers training has not made significant difference because of the gap of theory and practice, limitation to skills of pre-service teachers training and authoritative bound of in-service teachers training.To improve teacher quality in ECE, this project explored pre-service and in-service teachers’ professional development through a university-kindergarten partnership. The main research findings include: 1.According to the study on formative process, three procedures and five steps in a circle, was summarized. The three procedures included extracting cases of comprehensive art activities, initial shaping of comprehensive art activities, and circular polishing of comprehensive art activities. In addition, the third procedure included five steps. The first step was to understand the original case. Second, watching the live activities with thoughts and consideration. Third, making reflection judgments and promoting suggestions. Forth, interactive analysis face to face. The last step was looking into the draft implementation effectiveness.2.Teachers’ Professional Develop in U-K collaboration was reflected in three aspects: Professional thoughts and ideas, professional knowledge, and professional skills and competence. 3. Symbiotic, focused, different levels were characteristic of U-K collaboration.Based on the conclusions drew from investigation and analysis, some suggestions were offered as follow: First, learning in real situation helps to mobilize teachers’ experience, active learning supports to build teachers’ own knowledge, learning equally motivates teachers’ professional develop. Second, path of Practice – Review – Abstract – Communicate - Action was proposed for pre-school teachers’ professional develop and path of Theory learning – Practice and observe – Review – Interact and communicate – Experience construction was offered for the professional develop of pre-teachers from colleges. 3.Four principles to successfully collaborate between U-K, equality, win-win, interactive and generative, was addressed, focused and operational approach to partnership was suggested, and different demands from different levels of teachers’ to specialize needs to be considered.