本文以北京市一所农村集体办园为个案，探索农村集体办园中幼儿教师流失问题的现状及其影响因素，通过对该内容的描述与分析，提出针对农村集体办园教师流失问题的相关建议。 农村集体办园是农村委员会举办的具有普惠性质的幼儿园。但在农村集体办园中，教师流失现象较为严重，因此笔者进入北京市郊区的司幼进行田野调查，探讨其中发生的教师流失问题的现状及形成原因。 首先，本文对司幼教师流失的现状与过程进行了研究结果的呈现。笔者就在研期间流失的四位教师为主要的研究对象，对其离职的过程进行描述，发现其均经历了“离职产生背景”、“导火索”和“提出申请”三个环节的流失过程模型。同时，教师流失对幼儿园产生了幼儿园保教质量降低和幼儿园管理秩序混乱等不良影响。 其次，笔者分析了农村集体办园教师流失的影响因素。在宏观层面上，国家及地方政策未保障农村集体办园教师的相关需求，如教师的工资制度不合理、农村在编教师与非在编教师管理制度分离和农村集体办园教师职称评定及其发展前景受限。在中观层面上。农村集体办园的管理问题是影响教师流失的直接因素，如财权和事权的分离导致园长管理无力，人性化管理程度低导致教师流失，园长专业能力较低无法服众。在微观层面上，农村集体办园教师自身因素成为教师流失的内在动因，其中包括教师易受信息多元化环境的影响和其家庭的需求成为已婚女教师流失的重要因素。笔者发现，农村集体办园教师流失的原因具有多层次性。 根据影响因素的探索，笔者提出相关建议。首先，国家及地方政府需为农村教师待遇提供合理保障，包括确保公办、公办性质与民办幼儿园并举，统一制定农村集体办园教师最低工资的标准数额及其上浮标准，严格规范村委会发放教师工资的标准及结构，合理规范农村集体办园教师评价制度和打通职称评价体系。其次，农村集体办园的管理模式需要更新，如需对农村委员会与园长进行管理分权，建立清晰且民主的管理制度和提升农村集体办园园长的管理技巧及专业能力。最后，通过教师职业内涵教育丰富教师精神生活。

The study takes a rural collective kindergarten in Beijing as an example to explore the current situation and influencing factors of the phenomenon of “teacher attrition” in rural collective kindergartens. Through describing and analyzing the current situation and influencing factors, it puts forward relevant suggestions for the teacher attrition in rural collective kindergartens. Rural collective kindergartens are kindergartens organized by rural committees. However, in the rural collective kindergartens, the phenomenon of teacher attrition is more serious, so the author went to the suburbs of Beijing to conduct a field work to explore the current situation and causes of teacher attrition. Firstly, this paper presents the results of the research on the current situation and process of teacher attrition. The author describes the process of the four teachers' attrition during the research period, and finds that they have experienced three stages of the loss process model: the background of the turnover, the fuse and the application. At the same time, the loss of teachers has a negative impact on the quality of kindergarten education and the disorder of kindergarten management. Secondly, the author analyzed the influencing factors of the loss of teachers in rural collective kindergartens. At the macro level, national and local policies fail to guarantee the relevant needs of rural collective school teachers, such as unreasonable salary system, separation of management system between rural authorized teachers and teachers not on the payroll, and limitation of professional title evaluation and development prospects of rural collective kindergarten teachers. On the medium level. The management of rural collective kindergartens is a direct factor affecting the problem of teacher attrition. For example, the separation of financial and administrative power leads to the inability of the head of the kindergarten in management, the low level of humanized management leads to the loss of teachers, and the low professional ability of the principal can not satisfy the public. At the micro level, rural collective kindergarten teachers' private factors have become the intrinsic motivation of teachers' loss, including teachers' vulnerability to the impact of information diversification environment and family needs have become an important factor in the loss of married female teachers. The author finds that the reasons for the loss of teachers in rural collective kindergartens are multilevel. The author puts forward relevant suggestions. Firstly, the state and local governments need to provide reasonable guarantee for the treatment of rural teachers, including put the public, public properties and private kindergartens in the same place, unifying the standard amount and floating standard of the minimum wage of rural collective kindergarten teachers, Strictly Standardizing the standard and structure of the salary of rural collective kindergarten teachers, rationally standardizing the evaluation system of rural collective kindergarten teachers and general title evaluation. Secondly, the management model of rural collective garden needs to be updated, such as decentralization of management between rural committees and garden directors, establishment of a clear and democratic management system and improvement of management skills and professional competence of rural collective garden directors. Finally, enrich teachers' spiritual life through the education of teachers' professional connotation.