近年来，随着我国各项推进学前教育发展政策的出台，幼儿园与在园幼儿数量不断增加，幼儿园新教师的数量也随之增长。在教育改革不断深化的背景下，幼儿园也面临着如何促进新手教师专业成长，从而保证幼儿园稳步发展和促进幼儿园品质提升的挑战。研究者基于当下所在幼儿园新手教师多，专业发展问题亟待解决的现状，通过文献法、访谈法、、问卷法、观察法开展了促进新教师专业发展的园本培训机制研究。

本研究主要描述了从幼儿园有效促进新手教师专业发展的现实问题出发，建立合理完善的新手教师专业发展培训机制的过程。

研究者以行动研究贯穿始终。以自身所在幼儿园为研究场地，在园所原有的园本培训实践基础上，通过访谈、观察围绕园本培训机制的现状，发现现有园本培训机制存在：制度保障不完善、组织保障划分不明、激励机制亟待确立；培训内容不明确、培训安排随意性强、培训运行模式不适宜、评价模式不完善、评价方式单一等问题。随后笔者开展现场调查与访谈，采用“计划、行动、观察、反思”的方法，对当前培训机制存在的问题进行思考设计、实施操作、发现问题与修改调整。

研究形成了以制度和组织管理机构共同确保有效管理的园本培训保障机制，创设了满足教师双重需求物质与精神激励相结合的园本培训激励机制；构建了关注不同层次教师思-学-研-用的园本培训递进运行机制；完善了指向优化改进的多元评价机制。在调整与完善保障机制、激励机制、运行机制与评价机制的基础上，研究形成了“管理保障-双重激励-递进运行-多元评价”共同作用，促进新手教师思-学-研-用的园本培训机制。

最后，笔者对园本培训机制进行讨论，阐释了良好的培训机制中保障机制、激励机制、运行机制与评价机制之间的相互作用，以及培训机制对教师专业发展的促进作用。也提出了在园本研训机制建立与完善的过程中，需持续关注教师专业发展的需求与选择，关注专业发展氛围营造，关注机制中教师主体多方式促进教师“用中学”，关注培训评价的多元化等园本培训机制构建与改进的策略。

In recent years, with the introduction of various policies to promote the development of preschool education in China, the number of kindergartens and children in kindergartens is increasing, and the number of kindergarten novice teachers is also increasing. In the context of deepening education reform, kindergartens are also faced with the challenge of how to promote the professional development of novice teachers, so as to ensure the steady development of kindergartens and improve the quality of kindergartens. Based on the current situation that there are many novice teachers in the kindergarten and the problems of professional development need to be solved, the researcher carried out the research on the kindergarten based training mechanism to promote the professional development of novice teachers through literature review, interview and questionaire observation.

This study mainly describes the process of establishing a reasonable training mechanism based on the practical problems of how to effectively promoting the professional development of novice teachers in kindergartens.

The researcher carried out the action research all the time. Based on the existing training in the kindergarten,the research,with the kindergarten where the researcher has worked,as the research site, has found out the following questions: the system guarantee is not perfect, the division of organizational guarantee is unclear, the incentive mechanism needs to be establishedurgently, the training content is not clear, the training arrangement is random, the training operation mode is not suitable, the evaluation mode is not perfect, the evaluation method is single and so on.Subsequently, the researcher carried out on-site investigation and interview, adopted the method of plan-action-observation-reflection, to design, implement, and adjust the proplems in the current training mechanism.

The research has formed a kindergarten based training guarantee mechanism which ensures effective management by system and management institutions, created a kindergarten based training incentive mechanism that meets the dual needs of teachers, combining material and spiritual incentives; built a progressive operating mechanism that pays attention to different level of teachers' thinking-learning-researching-using. improved a multi evaluation mechanism that points to optimization and improvement. On the basis of adjusting and improving the guarantee mechanism, incentive mechanism, operation mechanism and evaluation mechanism, the reseach formed a kindergarten based training mechanism of "management guarantee -double incentive- progressive operation- multiple evaluation" to promote the thinking-learning-researching-using of novice teachers.

Finally, the author discusses the mechanism of kindergarten based training, and explains the interaction among guarantee mechanism, incentive mechanism, operation mechanism and evaluation mechanism, as well as the role of training mechanism in promoting teachers' professional development. The research also puts forward strategies for the construction and improvement of the kindergarten based training mechanism: we need to continue to pay attention to the needs and choices of teachers' professional development, pay attention to the creation of professional development atmosphere, take teachers as the main body  and promote their "learning in use" in various ways, and pay attention to the diversification of training evaluation.