全球化的时代，各种文化之间的碰撞和竞争已经不可避免地反映到人们对文化身份的认同之中，即使是学前儿童阶段也不可避免。与此同时，教育部颁布的《完善中华优秀传统文化教育指导纲要》强调“加强中华优秀传统文化教育，是培育和践行社会主义核心价值观，落实立德树人根本任务的重要基础”。学前阶段属于“启蒙”阶段，本研究的“文化认同”是幼儿通过情感偏好的激励和行动参与的努力不断地内化蕴含在文化形态中的文化价值，从而获得文化认同感的过程，这一过程是呈现螺旋式上升从而不断发展的。本研究围绕幼儿文化认同典型行为表现及如何支持其发展这一核心问题展开研究，建构了①幼儿文化认同的关键指标研究——为幼儿教师开展文化认同教育活动提供活动目标支持；②幼儿文化认同的典型行为表现分层路径与教师支持策略模型研究——为幼儿教师开展文化认同活动提供活动过程支持、策略支持和活动评价支持；③基于幼儿文化认同的典型行为表现及教师支持策略的活动方案研究——为幼儿教师开展文化认同活动提供活动样例模型；④活动方案的应用与完善研究——以通过三轮循序循证研究促进幼儿教师将文化认同融入幼儿园教育活动能力的提升。并基于以上四个子研究问题，开展一共七个章节的研究。

第一章是绪论，由问题提出和文献综述两部分组成。讨论了“研究什么”和“为什么研究”两个问题。首先，本研究通过两个方面回答了“研究什么”，一方面，将核心问题分为四个子研究问题，分别是：幼儿文化认同的关键指标研究、幼儿文化认同的典型行为表现分层路径与教师支持策略模型研究、基于幼儿文化认同典型行为表现和教师支持策略的活动方案研究、活动方案的应用与改进研究，另一方面，通过对前人研究的文献梳理，得到对本研究具体研究内容的启示。接着，从“文化认同为幼儿成为中华优秀传统文化建设者、弘扬者奠基”“幼儿文化认同的形成离不开教师的支持策略”“文化认同活动亟待科学理论框架和可行实践方案的双重支持”三个方面从理论和实践的角度阐述了本研究对幼儿文化认同发展和教师支持幼儿文化认同发展两点的重要意义，一起回答了“为什么研究”。

第二章是研究设计，回答了“如何开展研究”这一问题，由核心概念、理论基础、研究目标与内容、研究思路和研究方法五个部分组成。核心概念部分，界定了本研究的核心概念，确定了本研究的关键词内容；理论基础部分，包括了对三因素认同模型理论和文化体验理论两个理论的研究，针对每一个理论，采用文献梳理法，从理论缘起、理论观点两个方面阐释理论的来源和发展、理论的核心内容并得出了两个理论对研究内容的支持，得到三条综合启示；研究目标与内容部分阐述了本研究的研究诉求和研究范围；研究思路部分梳理了本研究的总体研究思路、对应四个子研究问题的四个研究目标和对应子研究问题的具体研究内容；研究方法部分，具体梳理了每一项子研究问题所使用的研究方法的使用目标、工具和使用过程。

第三章是幼儿文化认同的关键指标研究。本章包含了两节内容，分别是幼儿文化认同关键指标的理论研究与幼儿文化认同关键指标的实证研究。在幼儿文化认同关键指标的理论研究中，通过文本分析法析出幼儿文化认同的一级、二级、三级的指标分类体系；在幼儿文化认同关键指标的实证研究中，通过专家评议法验证完善文化认同的指标体系，最终形成由“文化浅层认同”“文化深层认同”两个一级指标、“自豪感”“参与性”“归属感”“传承性”四个二级指标与“喜欢传统文化元素”“体验本土文化”“集体意识”“精神文化传承”等12个三级指标及其内涵描述的幼儿文化认同的关键指标体系。

第四章是幼儿文化认同的典型行为表现分层路径与教师支持策略模型研究。本章包含两节内容，分别是幼儿文化认同的典型行为表现的分层路径研究与教师支持策略模型研究。第一节内容中，先通过理论构想出文化认同典型行为表现的分层路径，初步形成对应12个三级指标的12个区分点与36个区分标准；再通过访谈补充和专家评议法验证形成并验证得到幼儿在文化认同典型行为表现关键指标（三级指标）的发展进程，即区分点、区分标准和五级水平描述；最终得到由两个一级指标，四个二级指标、12三级指标，12个区分点、36个区分标准和36个水平描述共同构成的幼儿文化认同的典型行为表现。基于第一节，第二节内容，首先通过文本分析法建构出教师支持策略模型1.0；其次，通过访谈法建构了教师支持策略模型2.0版本，然后进行理论研究结果和实证建构的结果进行理实互证，得出教师支持策略的理实互证结果3.0；最后，通过专家评议法对教师支持策略模型理实互证的结果进行专家验证，最终形成由“激发参与兴趣—描述亲历感知—协作探索递进—交流讨论总结—践迁移再造”五步走的教育路径、两两分别对应五步教育路径的十个支架点以及对应支架点的教师支持策略组成的教师支持策略模型终稿。

第五章是 基于幼儿文化认同典型行为表现指标体系和教师支持策略模型的活动方案研究。本章研究包括了两节内容，分别是活动主题确立的研究和活动方案设计研究。首先，采用文献法确定了以选择传统节日资源要素为中心的活动主题和综合主题活动形式；然后，对活动方案的组成结构的各个部分进行了设计和内容拟定。活动目标包含学习品质、文化认同和关键经验，活动条件包括物质准备和经验准备。活动过程包括，环节一激发参与兴趣、环节二描述亲历感知、环节三探索协作推进、环节四交流讨论总结和环节五实践迁移再造五个环节。活动评价包括了“儿童发展评价设计”和“教师反思评价设计”。最终形成《柿子精灵穿什么》活动方案模型。

第六章是幼儿文化认同活动方案的应用与改进研究。本章研究包括了两节研究内容，分别是行动研究的总体设计和行动研究的开展。在行动研究的整体设计中，对总目标、对象、研究方法、内容安排、实践安排、效果评价、现状水平进行了整体的设计和调查。在循序循证研究的开展中，进行了三轮行动研究研究，每一轮包含“计划—行动—观察—反思”四个阶段，在每一轮行动阶段中包含“学习专题—实践专题—提升专题”的教师培训安排。通过三轮的层层递进、各有侧重的行动研究研究，最终实现教师将文化认同融入幼儿园教育活动的能力提升、幼儿文化认同水平提升和基于幼儿文化认同典型行为表现指标体系和教师支持策略模型的活动方案的完善。

第七章是综合讨论。本章包括结果讨论和研究展望。在结果讨论中，对于子研究问题一至四的第三至第六章的研究结果进行结果讨论，具体是对幼儿文化认同关键指标结果、幼儿文化认同典型行为表现的分层路径结果、教师支持策略模型结果、基于幼儿文化认同典型行为表现的指标体系和教师支持策略模型的活动方案结果和幼儿文化认同活动方案的循序循证研究的结果进行分析和总结。在研究展望中，对有待于未来进一步研究的问题进行了展望，发现本研究在教师支持策略的水平分层、文化认同和各个领域目标融合的活动方案设计和支持幼儿文化认同园所课程模型等方面可以进行更进一步的研究探索。

In an era of globalization, the collision and competition between various cultures has inevitably been reflected in people's identification with their cultural identity, even at the preschool level. At the same time, the Guidelines for Improving Education in Chinese Excellent Traditional Culture issued by the Ministry of Education emphasize that "strengthening education in Chinese excellent traditional culture is an important foundation for cultivating and practicing socialist core values and implementing the fundamental task of establishing moral character". The preschool stage belongs to the "enlightenment" stage, and the "cultural identity" in this study is the process in which young children continuously internalize the cultural values embedded in cultural forms through the motivation of emotional preference and the effort of action participation, so as to obtain a sense of cultural identity, which is a process of spiraling and continuous development. This process is spiraling and evolving. This study focuses on the core issue of typical behavioral manifestations of young children's cultural identity and how to support its development, and constructs: ① a study of key indicators of young children's cultural identity - to provide support for early childhood teachers to carry out cultural identity education activities in the form of objectives; ②a study of typical behavioral manifestations of young children's cultural identity in the form of hierarchical paths and teacher support Research on the modeling of strategies - to provide support for early childhood teachers to carry out cultural identity activities in terms of process support, strategy support and evaluation support; ③research on activity programs based on typical behavioral manifestations of early childhood cultural identity and teachers' support strategies - to provide a model of sample activities for early childhood teachers to carry out cultural identity activities. activity sample model for early childhood teachers to carry out cultural identity activities; ④application and improvement of the activity program research - to promote the improvement of early childhood teachers' ability to integrate cultural identity into kindergarten educational activities through three rounds of sequential evidence-based research. Based on the above four sub-research questions, a total of seven chapters were conducted.

Chapter 1 is the introduction, which consists of two parts: problem formulation and literature review. The questions of "what to study" and "why to study" are discussed. First of all, this study answered the question of "what to study" through two aspects. On the one hand, the core question was divided into four sub-study questions, which were: research on typical behavioral manifestations of young children's cultural identity, research on teachers' support strategies for young children's cultural identity, and research on activity programs based on young children's typical behavioral manifestations of cultural identity and teachers' support strategies, On the other hand, through the literature review of previous studies, we can gain insights into the specific research content of this study. Then, from "cultural identity lays the foundation for young children to become builders and promoters of Chinese traditional culture", "the formation of young children's cultural identity cannot be separated from teachers' support strategies", "cultural identity activities urgently need the dual support of scientific theoretical frameworks and feasible practical programs", "cultural identity activities need the dual support of scientific theoretical frameworks and feasible practical programs", and "cultural identity activities need the dual support of teacher support strategies". The three aspects of the study, namely, the importance of this study to the development of young children's cultural identity and teachers' support for the development of young children's cultural identity, are explained from both theoretical and practical perspectives, answering the question of "why study" together.

Chapter 2 is the research design, which answers the question of "how to conduct the study" and consists of five parts: core concepts, theoretical foundations, research objectives and contents, research ideas and research methods. The core concept part defines the core concepts of the study and determines the key words of the study; the theoretical foundation part includes the study of two theories, namely, the three-factor identity model theory and the cultural experience theory; for each theory, the literature combing method is used to explain the origin and development of the theory, the core content of the theory, and the corresponding support of the two theories for the study content from the theoretical origin and theoretical viewpoints. The research objectives and contents section describes the research demands and research scope of this study; the research ideas section organizes the general research ideas of this study, the four research objectives corresponding to the four sub-research questions, and the specific research contents corresponding to the sub-research questions; and the research methods section specifies the objectives, tools, and process of using the research methods used in each sub-research question. the process of use.

 Chapter 3 is a study of key indicators of cultural identity in young children. This chapter contains two sections, the theoretical study of key indicators of early childhood cultural identity and the empirical study of key indicators of early childhood cultural identity. This chapter includes two sections, which are the theoretical research and the empirical research of the key indicators of children's cultural identity. In the theoretical research of the key indicators of children's cultural identity, the first, second and third level index classification system of children's cultural identity is separated by text analysis. In the empirical research on the key indicators of children's cultural identity, the index system of cultural identity is verified and improved through the expert review method. Finally, a key indicator system of children's cultural identity is formed, which is described by two first-level indicators of "superficial cultural identity" and "deep cultural identity", four second-level indicators of "pride", "participation", "sense of belonging" and "inheritance", and 12 third-level indicators of "liking traditional cultural elements", "experiencing local culture", "collective consciousness" and "spiritual and cultural inheritance".

Chapter 4 is a study of the stratified path of typical behavioral expressions of young children's cultural identity and the model of teacher support strategies. This chapter contains two sections, namely, the study of stratified paths of typical behavioral expressions of early childhood cultural identity and the study of teachers' support strategy model. In the first section, the layered path of typical behavioral performance of cultural identity is first conceptualized through theory, and 12 differentiation points and 36 differentiation criteria corresponding to the 12 tertiary indicators are initially formed; then the developmental process of young children's key indicators of typical behavioral performance of cultural identity (tertiary indicators), i.e., the differentiation points, differentiation criteria, and the five levels of level descriptions are validated through the supplemental interviews and the expert review method; finally, the developmental process of two primary indicators, four secondary indicators, and five levels of level descriptions is verified. The typical behavioral performance of young children's cultural identity is composed of two primary indicators, four secondary indicators, 12 tertiary indicators, 12 differentiation points, 36 differentiation criteria and 36 level descriptions. Based on the contents of section 1 and section 2, firstly, the teacher support strategy model 1.0 was constructed by text analysis; secondly, the teacher support strategy model 2.0 was constructed by interview method, and then the theoretical findings and empirical findings were mutually verified, resulting in the results of the mutual verification of teacher support strategy 3.0; finally, the results of the mutual verification of teacher support strategy model were expert verified by the expert review method, and finally, the results of the mutual verification of teacher support strategy model were finally formed by the expert evaluation method, and the results of the mutual verification of teacher support strategy model were finally formed by the expert evaluation method. Finally, the results of the teacher support strategy model were verified by experts through the expert review method, and a five-step educational path was finally formed by "stimulating interest in participation - describing personal experience and perception - collaborating and exploring progressively - exchanging and discussing and summarizing - practicing and transferring and recreating", The final draft of the teacher support strategy model consists of a five-step educational path, ten scaffolding points corresponding to the five-step educational path, and teacher support strategies corresponding to the scaffolding points.

Chapter 5 is the research on the activity plan based on the indicator system of typical behaviors of young children's cultural identity and the model of teacher support strategies. The research in this chapter includes two sections, namely, the research on the establishment of the activity theme and the research on the design of the activity program. First, the literature method was used to determine the activity theme centered on selecting the resource elements of traditional festivals and the form of integrated thematic activities; then, the design and content formulation of the various parts of the activity program's constituent structure were carried out. The objectives of the activity included learning quality, cultural identity and key experience, and the conditions of the activity included material and experiential preparation. The process of the activity includes: session 1: stimulating interest in participation, session 2: describing experience and perception, session 3: exploring and collaborating, session 4: exchanging, discussing and summarizing, and session 5: practicing, transferring and recreating. The evaluation of the activity includes "child development evaluation design" and "teacher reflection evaluation design". The program model of "Little Warrior Rabbit" is finally formed.

 Chapter 6 is a study of the application and improvement of the cultural identity activity program for young children. This chapter of the study includes two sections of the study, which are the overall design of the evidence-based research and the conduct of the evidence-based research. In the overall design of the sequential evidence-based research, the overall design and investigation of the general objectives, target population, research methodology, content arrangement, practice arrangement, effect evaluation, and current status level were conducted. In the development of the evidence-based research, three rounds of evidence-based research were carried out, each round containing four phases of "planning-action-observation-reflection", and each action phase contained In each round of action phase, there were four phases, namely "planning-action-observation-reflection", and in each round of action phase, there was a teacher training arrangement of "learning topic-practice topic-enhancement topic". Through the three rounds of progressive and focused evidence-based research, teachers' ability to integrate cultural identity into kindergarten educational activities will be improved, the level of cultural identity of young children will be improved, and the program will be perfected based on the indicator system of typical behaviors of young children's cultural identity and the model of teachers' support strategies.

Chapter 7 synthesizes the discussion. This chapter includes a discussion of the results and a research outlook. In the results discussion, results are discussed for the findings of chapters three to six of sub-research questions one to four, specifically the results of the key indicators of young children's cultural identity, the results of the hierarchical path of typical behavioral manifestations of young children's cultural identity, the results of the teachers' supportive strategy model, the results of the activity program based on the indicator system of young children's cultural identity's typical behavioral manifestations and the teachers' supportive strategy model, and the results of the activities program of young children's cultural identity The results of the sequential evidence-based research are analyzed and summarized. In the outlook of the study, issues that need to be further researched in the future are envisioned, and it is found that further research can be conducted in the areas of hierarchical levels of teacher support strategies, the design of activity programs integrating the goals of cultural identity and various domains, and the model of a school program to support young children's cultural identity.