本研究以219名天津幼儿园教师为研究对象,采用问卷调查法,分析了幼儿园教师社会化影响因素、社会化内容和适应结果之间的关系,展现了幼儿园教师的社会化过程。研究发现:①幼儿园教师主动策略能直接影响学校知识、任务掌握和角色知识,且对所有社会化结果变量的总效应都显著;角色知识是其发挥作用的重要中介变量。②家长支持能直接影响任务掌握和角色知识;角色知识和任务掌握是家长支持发挥作用的重要中介变量。③同事帮带对所有社会化内容和结果都没有显著影响。④组织策略能直接促进幼儿园教师对学校知识的掌握,学校知识和工作绩效是组织策略影响幼儿园教师适应的重要中介变量。 In this study, 219 kindergarten teachers in Tianjin were selected as research objects. The questionnaire survey was used to analyze the relationship between kindergarten teachers ’socialization factors, socialization contents and adaptation results, and to demonstrate the kindergarten teachers’ socialization process. The findings are as follows: (1) Kindergarten teachers’ initiative strategies can directly influence school knowledge, task assignment and role knowledge, and their overall effect on all socialized outcome variables is significant. Role knowledge is an important mediating variable. ②Parents support can directly affect task mastery and role knowledge; role knowledge and task mastery are important mediating variables for parents to play a supporting role. ③ co-workers to help with all socialized content and the results have no significant impact. ④ organizational strategy can directly promote the kindergarten teachers to master the school knowledge, school knowledge and job performance is an important intermediary variable that the organization strategy affects the kindergarten teachers’ adaptation.