在当前幼儿园教育实践中，形式主义的现象屡见不鲜，各种造假现象层出不穷，引发人们的讨论和关注。分析形式主义的具体表现，探究形式主义的发生逻辑，对认识与消解形式主义有一定的帮助。本研究运用质性研究方法，基于教育现象学的视角，通过参与式观察、深度访谈、文本分析等具体方法的使用，发现教育实践中形式主义的主要表现和特征，探究并解释了形式主义的发生逻辑,并尝试对当前出现的形式主义问题给出合理建议。 幼儿园日常教育实践中的形式主义主要表现在三项教育实践工作中，分别是案头工作、教育活动和环境创设。案头工作形式主义的三个特征是编造，抄写，计划与活动相脱节。教育活动中形式主义的特征是假主体、假生成、走过场。环境创设中美术活动功能异化、幼儿成为环创创设的劳动者和为了“留痕”而创设环境的形式主义特征突出。 研究主要从三个方面，对形式主义的发生逻辑进行了分析，一是教师个体的发生逻辑，二是组织内部的发生逻辑，三是文化层面的发生逻辑。教师个体对形式主义的剖析指向外部原因，他们认为由于管理取向和“力不从心”的压力，最终导致教师背离初心，走向形式主义的选择。作为园所的组织者，在工作中也面临着诸多的无奈与困惑。从组织内部与外部的关系来看，上级管理部门的决策对于幼儿园组织的行为具有导向作用，同时组织内部基于其利益和实际情况的考量，在组织内部达成一种共谋，导致实际执行偏离初衷。从文化层面进行分析，“面子文化”下的文化背景以及当前教育变革中教师浮躁的群体文化也是教育实践中形式主义的生存逻辑。 研究发现，教师专业责任的缺失是形式主义发生的个体逻辑；组织共谋是形式主义发生的组织逻辑；功利与浮躁是形式主义发生的社会文化逻辑。根据研究结果，研究从三个方面展开了讨论：我们应该如何看待教育实践中的形式主义；痕迹管理到底是对还是错；教师专业责任的缺失是形式主义的症结。结合上述讨论，研究提出的以下建议：引导教师回归教育本质，强化教师专业责任意识；精简幼儿园管理，给予教师更多的自主权；建立合理的激励机制，重视对教育过程本身的管理。

In the current practice of kindergarten education, the phenomenon of formalism is not uncommon, and various falsification phenomena are emerging one after another, triggering people's discussion and attention. It analyzes the concrete manifestation of formalism and explores the logic of formalism, which is helpful for understanding and dissolving formalism. This study uses qualitative research methods, based on the perspective of educational phenomenology, through the use of specific methods such as participatory observation, in-depth interviews, and text analysis, to discover the main manifestations and characteristics of formalism in educational practice, and to explore and explain formalism. Logic is occurring and attempts are made to give reasonable advice on the formalism issues that currently arise. The formalism in the daily education practice of kindergartens is mainly reflected in the three educational practice work, namely desk work, educational activities and environmental creation. The three characteristics of desk work formalism are fabrication, copying, and planning and activities. Formalism in educational activities is characterized by false subjects, false generations, and passing through. In the environment creation, the function of the art activity is alienated, the children become the laborers created by Huan Chuang, and the formalism of creating the environment for the purpose of “retaining marks” is prominent. The research mainly analyzes the logic of formalism from three aspects. One is the logic of the individual teacher, the other is the logic of the internal organization, and the third is the logic of the cultural level. The individual analysis of formalism by teachers points to external reasons. They believe that due to the management orientation and the pressure of “powerlessness”, teachers eventually turn away from the original intention and move toward formalistic choices. As the organizer of the park, there are also many helplessness and confusion in the work. From the perspective of the relationship between the internal and external organizations, the decision of the superior management department has a guiding effect on the behavior of the kindergarten organization. At the same time, based on the consideration of its interests and actual conditions, the organization achieves a kind of collusion within the organization, which leads to the actual implementation deviating from the original intention. . From the cultural level, the cultural background under the "face culture" and the group culture of teachers in the current educational reform are also the survival logic of formalism in educational practice. The study finds that the lack of professional responsibility of teachers is the individual logic of formalism; organizational collusion is the organizational logic of formalism. According to the research results, the research has discussed from three aspects: how should we view formalism in educational practice; whether trace management is right or wrong; the lack of professional responsibility of teachers is the crux of formalism. Combined with the above discussion, the following suggestions are proposed: guiding teachers to return to the essence of education, strengthening teachers' professional responsibility awareness; streamlining kindergarten management, giving teachers more autonomy; establishing a reasonable incentive mechanism and attaching importance to the management of the education process itself.