教师专业自主既是教师专业发展的重要内容,也是衡量教师专业化水平的一项重要指标。虽然不少学者一再呼吁提高教师的专业地位,给予教师更多的专业自主权。然而,在教育实践中,教师的专业自主权并没有得到足够的实现。基于“广东省农村学前教育问题研究”课题组实地调研,我们对广东省农村幼儿教师专业自主权的现状及深层次根源进行了探讨与剖析,以期能为农村幼儿教师专业自主探寻变革之路。一、幼儿教师专业自主权 Teachers’ professional autonomy is not only an important part of teachers’ professional development, but also an important indicator for teachers’ specialization. Although many scholars have repeatedly called for improving the professional status of teachers, giving teachers more professional autonomy. However, the professional autonomy of teachers in educational practice has not been fully realized. Based on the field research on the research group of “Pre-school Education in Rural Areas of Guangdong Province”, we discussed and analyzed the current situation and deep-rooted causes of the professional autonomy of Kindergarten teachers in rural areas of Guangdong Province, with a view to exploring the reform for rural kindergarten teachers’ road. First, kindergarten teachers professional autonomy