近年来，学前教育迅速发展，但是依旧面临教师“数量不足，素质亟需提升”的问题，国家将幼儿园教师的培养起点前移，着力培养初中起点的五年制专科学历的幼儿园教师，同时大力培养专科及以上学历的幼儿园教师。因此，幼儿园教师队伍主要是专科学历（包括初中起点五年制专科学历）以上的教师。这部分幼儿园教师进入幼儿园后面临的首要问题是入职适应，入职适应与幼儿园教师专业发展紧密相关，影响幼儿园教师队伍的质量。因此，本研究以初中起点五年制专科学历、大学专科学历、大学本科及以上学历的幼儿园教师为研究对象，运用问卷调查法和访谈法，从工作适应、职业认同两方面分析不同学历幼儿园教师入职适应的特点,并分析不同学历幼儿园教师专业发展需求的特点，针对性提出支持策略，以促进不同学历幼儿园教师度过职业适应期，提升专业发展水平。

研究结果表明，聊城市幼儿园教师工作适应处于中等偏上水平，在任务掌握方面的适应水平最低，在社会整合方面的适应水平最高，不同学历幼儿园教师中，大学本科及以上学历幼儿园教师的任务掌握水平最低，初中起点五年制专业学历幼儿园教师的社会整合水平最好；不同学历幼儿园教师在职业认同方面，初中起点五年制专科学历的幼儿园教师职业认同感较低，大学本科及以上学历幼儿园教师职业认同感较高。专业发展需求方面，不同学历幼儿园教师既存在共性需求，又存在特性。

本研究针对不同学历入职适应现状，结合本区域的实际，从教育行政部门、幼儿园、个人三个方面，建议：提升幼儿园教师的地位和待遇，培养幼儿园教师的职业认同；关注不同学历幼儿园教师工作适应特点，促进入职适应；落实幼儿园教师培训制度，针对不同学历幼儿园教师专业需求组织培训；幼儿园教师提升自身发展内驱力，提高专业水平；本研究对于本区域教育行政部门和幼儿园开展职后培训，教师个人专业成长具有参考意义。

In recent years, preschool education has developed rapidly, but it is still faced with the problem of "insufficient quantity and low quality" of teachers. The state moves forward the starting point of the training of kindergarten teachers, focusing on training kindergarten teachers with five-year junior college qualifications from the starting point of junior high school, and at the same time training a large number of kindergarten teachers with junior college qualifications or above. Therefore, the kindergarten teachers are mainly teachers with junior college degree (including five-year junior college degree at the beginning of junior high school) or above. The primary problem that preschool teachers face after entering kindergarten is induction adaptation, The problem of entry adaptation is closely related to the professional development of kindergarten teachers. Therefore, this study takes the preschool teachers with five-year junior college degree, university junior college degree and undergraduate degree from junior middle school as the research object. This paper analyzes the characteristics of entry adaptation and professional development needs of kindergarten teachers with different academic qualifications from two aspects of job adaptation and professional identity, and puts forward supporting strategies to promote kindergarten teachers with different academic qualifications to pass through the period of professional adaptation. improve the level of professional development.

The results show that the work adaptation of preschool teachers with different academic qualifications in Liao cheng is in the upper-middle level, the lowest in the dimension of task mastery and the highest in the dimension of social integration. Job satisfaction is above the middle level, and there are significant differences in job satisfaction among preschool teachers with different academic qualifications. The salary satisfaction of the five-year system at the beginning of junior high school is significantly lower than that of junior college degree and undergraduate degree. Preschool teachers with five-year junior college degree at the beginning of junior high school have higher turnover intention and low sense of professional identity. In terms of professional development needs, preschool teachers with different academic qualifications have both common needs and characteristics.

This paper puts forward some suggestions from three aspects: improving the status of preschool teachers, implementing and improving the treatment of preschool teachers. Pay attention to improving the quality of regional preschool education. Improvement of the quality of preschool education, strictly implement the preschool teacher training system; formulate training programs according to the professional needs of preschool teachers with different academic qualifications; preschool teachers improve their own development drive, improve their professional level, and promote career adaptation.