20世纪80年代以来，在世界反思型教师教育思潮的席卷下，教师成为课程的开发者、研究者和反思性教育实践者，教师教育改革呼唤教师成为反思型教师，本研究试图探索反思型教师的园本培养这一问题。研究采用行动研究法进行质性研究，以幼儿园为研究现场，以科学探究课程开发实践为背景，以园本培养为途径，以反思型教师培养为目的进行研究。 全文分为三章展开研究。第一章主要对反思型教师培养和园本教师培养的理论与实践进行研究。首先研究了西方关于反思、反思型教师的主要理论观点，从而归纳明确反思型教师的主要特征和培养模式；其次阐述了园本教师培养的本质、特性与策略，然后归纳出反思型教师园本培养的初步理论构想。第二章以科学探究教育作为反思型教师培养的领域，分析科学探究课程与反思型教师培养的关系，从而建构在科学探究课程中反思型教师培养的模式方法，并运用该模式与方法，推进反思型教师园本培养从理论构想走向具体的科学探究教育实践。第三章走进反思型教师的园本培养现场，通过园本培养在科学探究课程开发的三个阶段见证反思型教师的成长历程。由此得出科学探究课程开发三阶段的培养策略，五步骤的反思内容。最后，研究者还就反思型教师成长的进行了剖析，认为反思型教师虽然通过教、学、研的园本培养这种外力可以加速其成长过程，但其决定作用的还是在内在动力的驱动下，长期在教育实践中不断反思，是周而复始螺旋推进的自我塑造过程。

Under the worldwide self-reflecting education trend since the 1980s, teacher has been become developers, researchers and practice of curriculum, and the reform of teachers' education asks teachers to be the reflective teacher. This article attempts to answer the question of how to cultivate reflective members in kindergartens. In this study, action research was used as one of qualitative research, kindergarten was the scene, scientific practice of curriculum exploration was the background, kindergarten-based cultivation is the method, and reflective teacher cultivation was the goal.This study were divided into three sections. Chapter I was about the theory and practice of reflective teacher and kindergarten-based cultivation. At first, the western research on the theoretical viewpoints of reflection and reflective teachers were presented and the main features and training modes were summarized. Then, the nature, identity and strategy of kindergarten-based cultivation were summarized as well. Thus, we arrived at the conclusion that kindergarten-based cultivation is the cradle of the reflective teacher. Chapter II stated that scientific exploring teaching as the area to cultivate reflective teachers. The relevance between scientific inquiry-based curriculum and reflective teacher cultivation was analyzed in order that the modes and methods to cultivate reflective teacher can be formed, and by using them, researchers can put theory of kindergarten-based cultivation of the reflective teacher into practice. In Chapter III, researchers went in site to observe the kindergarten-based cultivation of reflective teachers，which were witnessed the three developing stages of the science exploring curriculum, and from that researchers summarized three stages and five-step self-reflecting strategy. Lastly, personal growth of the reflective teacher were analyzed and the finding is that the reflective teacher grows faster by methods of teaching, learning and research in kindergarten-based cultivation, however, teachers' self-reflection driving by inter-motivation plays the key role in long-term practice, which is a self-developing process rising in spirals and cycles.