深圳市第九幼教集团锻造研究型教师体系

深圳市第九幼教集团建立了系统的教师专业成长体系，通过「启航工程」和「续航工程」，将教师发展与课程改革相融合，推动教师从经验型向研究型转变。1集团的核心目标是引导教师在理解儿童的过程中重新理解自己的专业。1

针对不同职业阶段的教师，集团采取了针对性的培养策略。1对于0至3年的职初教师，「启航工程」聚焦观察能力、一日生活组织和各领域关键经验等基本能力的培养。1针对3至8年的骨干教师，「续航工程」则着重培养项目式学习设计、课程开发和观察评价能力。1集团采用「马赛克方法」框架，运用儿童拍照、绘画、儿童会议等参与式工具收集儿童看法。1

在实际课程实践中，这套体系已显现成效。1在「声声不息」项目中，教师发现孩子们琢磨的是声音的「形状」而非「产生」，进而调整了探究方向。1骨干教师组建项目攻坚小组，围绕「基于项目化学习促进幼儿深度学习」等课题开展实践研究。1园长彭莉强调：「让研究从课程现场长出来，让教师在理解儿童的过程中重新理解自己的专业。」1

Shenzhen's Ninth Kindergarten Education Group has implemented a comprehensive teacher development framework integrating curriculum reform with professional growth, transforming educators from experience-based practitioners into research-oriented professionals 1. The initiative centers on guiding teachers to reconceptualize their professional identity through the process of understanding children 1.

The group operates two parallel development tracks tailored to career stages 1. The "Launch Program" targets early-career teachers with zero to three years of experience, emphasizing fundamental competencies including observation skills, daily activity organization, and key learning experiences across developmental domains 1. Simultaneously, the "Sustained Growth Program" serves teachers with three to eight years of experience, focusing on project-based learning design, curriculum development, and observational assessment capabilities 1.

Implementation relies on the mosaic approach framework, incorporating participatory methods such as child photography, drawing, and children's conferences to gather students' perspectives 1. In one project titled "Voices Unceasing," teachers discovered that children were exploring the "shape" of sound rather than its production mechanism, prompting them to redirect their inquiry accordingly 1. Senior teachers form project task forces to conduct practice-based research on topics including "promoting deep learning in early childhood through project-based learning" 1. As principal Peng Li emphasized, "Let research emerge from the curriculum itself, enabling teachers to reconceptualize their professional identity through the process of understanding children" 1.