随知识的综合化进程与小学课程改革的深入，全科教师的专业发展日益成为小学教育领域的重要问题。本研究以北京市某所小学三名全科教师为研究对象，采取质性研究中的个案研究法与访谈法，用扎根理论的三级编码方式进行材料分析，并结合《小学教师专业标准（试行）》（简称《标准》），从专业态度、专业知识、专业能力三个维度对小学全科教师专业发展情况进行检视、思考与分析，从三位教师专业成长经历中挖掘影响其专业发展的因素，为小学全科教师专业发展提供借鉴。研究发现，该小学全科教师专业发展基本与《标准》的要求相契合，但在专业知识与专业态度上仍有不足亟待改进；教师所具备的“崇教爱生”的理想信念、“终身学习”的探索观念及“专业成长”的内驱动力，是微观系统上影响该小学三位全科教师的关键因素；学校的支持与帮助则是中间系统上的影响因素，主要体现在职后培训、教研相长与因才用师三方面。

With the process of knowledge integration and the primary school curriculum reform, the professional development of general teachers has become an important issue in the field of primary education. This study takes three general teachers in a primary school in Beijing as the objects, adopting the case study and interview method in qualitative research, with the three-level coding method of grounded theory using for material analysis, and combines the Professional Standards of Primary School Teachers (Trial) (abbreviated as the standards) to examine and analyze the professional development of general teachers in primary schools from the perspectives of professional attitude, professional knowledge and professional ability. Meanwhile, from the perspective of professional growth of them, in order to provide experience for general teachers in primary schools, this study also try to explore the factors that affect their professional development. It is found that : the professional development of general teachers in this primary school is basically complied with the requirements of the Standards, but there are still some deficiencies in professional knowledge and attitude that need to be improved. On the one hand, the belief of "advocating and loving students", the exploration concept of "lifelong learning" and the internal driving force of "professional growth" possessed by teachers are the key factors which influence these three general teachers in the micro system; on the other hand, the support and help of school are the factors in the middle system, which are mainly reflected in three aspects: on-the-job training, teaching and research, and using teachers reasonably.