随着国家基础教育课程改革步伐的推进，幼儿园课程改革受到人们的广泛关注，其中，人们对“生成课程”的实践和探索热度不减。随着全球化进程的推进以及脑科学研究的深入，越来越多的人认识到双语教育对于儿童的发展具有积极影响，也会进一步提升儿童的国际理解力。以北京市为例，从国际与国内环境看，人口的多元、经济的发展，国民教育消费升级，使得国际幼儿园行业发展拥有良好的市场环境和政策环境。 基于研究者的实习经历并重新审视我国幼儿园课程建设的现状，部分国际幼儿园纵然有漫长的建校历史，成熟的办学经验和国际课程模式背书，聘用优质的中、外教师做保障，但就实际的课程建设来看，仍然存在诸多问题。本研究以北京市某国际幼儿园为行动研究的场域，结合幼儿园多元文化背景及生成课程的实践经验，旨在探索如何基于国际幼儿园成熟的课程框架，推动“双语-生成课程”的有效实施，为实现儿童优质发展创造更好条件。 本研究以研究者实习所在班级为研究场域，按照观察评估班级软硬件环境——观察班级生成课程实践现状——析出生成课程实践存在的问题以制定研究计划——调整班级生成课程实践策略——再次回归并审视班级生成课程执行状况——总结、反思并调整计划此番流程，通过观察、访谈并结合案例进行资料收集与分析，以学期为基本节点开展两轮行动研究。 整合两轮行动研究的有效经验，发现提升班级生成课程实践质量可注重以下方面：1.明确幼儿园及教师队伍的角色定位与其所肩负的责任，充分发挥教师在生成课程实践中的重要作用；2.继续发掘“环境”的重要价值，在生活的各环节、各方面开发有利于生成课程实践的资源支持，并突出双语教育特色；3.继续探索“纪录”的方式、方法及手段等方面，着眼于纪录的质量提升，充分显示其对生成课程建设和教师反思性实践的强大支持；4.积极打造教师合作共同体与学习共同体，凝聚发展合力，支持个人与集体的有效发展。 本研究存在很多局限之处，主要体现在：研究历程时长有限，析出的问题与形成的策略的深度与广度有待加强，研究结果的可推广性与典型性不足，生成课程实践的有效经验及本土化推进有待提升，并且研究过程中虽坚定中立客观的态度，但仍难免带有一定主观色彩。后续的研究可考虑从以下几个角度继续深入：1.进一步探索课程本土化，析出典型性经验，使研究成果更有实际意义和价值；2.进一步探索园所、家庭、社区与社会的联系作用和合作方式，优化组织形式与流程，真正以课程建设为着眼点。

With the expansion of the national basic education curriculum reform, the kindergarten curriculum reform has received widespread concerns. The practice and exploration of "The Emergent Curriculum" get the sustained attention of the entire community. With the advancement of globalization and the deepening of brain science research, more and more people have realized that bilingual education has a positive impact on the development of children and it will improve their international understanding. Taking Beijing as an example, from the perspective of international and domestic environment, diverse population, economic development and upgrading of national education consumption make the international kindergartens have a good market environment and policy environment. After re-examined the current situation of the Emergent Curriculum construction of kindergartens in our country, some international kindergartens have a long history of school construction, mature experience in running schools and international curriculum model, and employ high-quality teachers from both China and foreign countries, but in terms of the actual curriculum construction, there are still many problems. Based on the field of action research of an international kindergarten in Beijing, combined with the multicultural background of the kindergarten and the practical experience of the Emergent Curriculum, this study aims to explore how to promote the effective implementation of the "Bilingual-Emergent curriculum" based on the mature curriculum framework of the international kindergarten, to realize the high-quality development of children. Two rounds of action studies were conducted in this study. The first round mainly aims at the current situation of the Emergent Curriculum construction in the kindergarten, conducts targeted evaluation, identifies problems, finds out the crux, puts forward suggestions for improvement, and draws up reasonable and effective improvement plans. The second round focuses on the implementation and further adjustment and improvement of the improvement plan with a view to finalizing the improvement plan. According to this study, the author found that there are some effective actions about creating high-quality practice of the Emergent Curriculum:(1) Clarify the kindergarten and teachers ‘role orientation and responsibilities and give full play to teachers' important role in the practice of the Emergent Curriculum; (2) Continue to explore the important value of "environment" and develop effective resource support for course practice in all aspects of life; (3) Continue to explore the methods and ways of "Records", fully showing the strong support of records for the construction of curriculum and reflective practice of teachers; (4)Actively build a cooperative community and learning community for teachers to support the effective development of individuals and collectives. Some limitations in this study and further implications were also discussed:(1) Further explore the localization of courses, and extract typical experience, so as to make the research results more practical and valuable; (2) Further explore the interaction and cooperation among kindergartens, families, communities and society, optimize the organizational form and process, and truly focus on curriculum construction.