本研究采用自编问卷《幼儿园教师专业能力等级评定问卷》,对甘肃省3个地区8个县市9所乡村幼儿园的159名教师进行了调查。结果显示,乡村幼儿园教师整体专业能力相对较低,专业能力结构不均衡且存在内部差异。研究者据此深入分析了促进乡村幼儿园教师专业发展的6个助力点:教育研究、活动组织、游戏活动的支持与引导、环境创设与利用、幼儿评价、成长反思。研究者进一步提出,可以让促进者和乡村幼儿园教师成为专业发展的共同体,通过案例教学、充分利用专业促进中生成的相关成果以及形成的隐性效应等,促进乡村幼儿园教师的专业发展。 This study used a self-made questionnaire, “Kindergarten Teachers’ Professional Ability Rating Scale” to investigate 159 teachers from 9 rural kindergartens in 8 counties and cities of Gansu Province. The results show that teachers in rural kindergartens have relatively low overall professional competence, imbalanced professional capabilities and internal differences. Based on this, the researcher deeply analyzed six aids to promote the professional development of rural Kindergarten teachers: education research, organization of activities, support and guidance of game activities, creation and utilization of environment, evaluation of children, and reflection on growth. The researcher further proposed that facilitators and teachers in rural kindergartens should be allowed to become professional development communities and to promote the professional development of teachers in rural kindergartens through case teaching, making full use of the relevant achievements generated in professional promotion and the hidden effects of the formation.