| A lot of graduates are becoming new kindergarten teachers every year. The new teachers, as a new generation, have been experiencing the impact from social-cultural changing and the reform of preschool education. This study concentrated on the new teachers, and focused on the implementing of "learning activity".Under the specific background of the second stage of preschool curriculum reform in Shanghai, "learning activity" refers to activities such as discussing, reading, appreciating, hand-making, performing, visiting on the spot, and collecting information. This kind of activity aims at stimulating children to explore and experience initially, improving children's cognitive competence and the attitude to learn unceasingly, laying the foundation for the follow-up studies. In this thesis, the "learning activity" refers specifically to collective teaching activity. The study based on three cases. The three new teachers (females) in their first year of work graduated from the same university, without working or nurturing experience. They are all working with 4-5 years old children in kindergarten. The main research methods applied in this study: the researcher observed and video-taped two "learning activities" of each teacher, then, revisit these new teachers individually; conducted in-depth interview with the three new teachers(twice) and their "on-job-training teacher" for further information.This thesis presented the implementation of new teachers' "learning activity" through three parts: designing and preparing, implementing and reflecting. Through analyzing the flexible structure of the "learning activities" and the new teacher's relevance notion, we found obvious gap between new teacher's educational beliefs and practice, which leading to a discussion about the new teacher's "Zone of Proximal Development". In the final part, suggestions were given from the following three perspectives: pre-vocation education, induction training and supporting, new teacher's self-growth.
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