保障幼儿健康发展、促进学前教育高质量发展离不开幼儿园教师队伍的建设。长期以来，幼儿园教师队伍面临着人才流失严重、教师缺口大、缺乏优秀教师等诸多问题。在幼儿园层面如何改善教师日常工作环境、提升工作体验以吸引教师留任是一个重要研究问题。工作场所乐趣在已有研究中被证实为是一项重要的影响择业和工作体验及工作能力发展的重要因素，因此本文以幼儿园教师为例，探究基于工作场所乐趣视角如何提升幼儿园教师职业吸引力。

本研究通过案例研究法，对来自浙江、山东、福建的5所幼儿园的13名幼儿园教师进行访谈。研究结果表明，工作场所乐趣的特征（可控度、参与度、意义感）能够直接影响到教师职业吸引力。当教师在工作中感受到工作意义之时，这对教师职业吸引力有着重要的影响。而组织所提供地乐趣支持条件，包括良好的组织氛围和支持性的领导，为教师提供充足的空间发挥自主性，同样也能增强教师职业的吸引力。

基于此，提出以下三点措施：实施弹性管理，满足教师的自主需求；开展教师培训，满足教师的能力需求；营造良好氛围，满足教师的关系需求。

When it comes to the construction of the early childhood teaching force, it is vital to ensure the healthy development of young children and promote the high-quality development of preschool education. For a long time, the kindergarten teaching force has been faced with many problems such as serious brain drain, a large teacher shortage and a lack of prominent teachers. What is an important research issue is how to improve teachers’ daily work environment and enhance their work experience to attract them to stay from the perspective of kindergartens. As workplace enjoyment has been identified as an important factor influencing career choosing, work experience and the development of work competencies, this paper uses kindergarten teachers as an example to explore how to enhance the career attractiveness of kindergarten teachers based on the perspective of workplace enjoyment.

By means of a case study approach, 13 kindergarten teachers from five kindergartens in Zhejiang, Shandong and Fujian were interviewed in this study. It is a vital time when teachers feel the significance of their work, which plays a significant impact on the attractiveness of their profession. Meanwhile, the fun support conditions provided by the organization, including a good organizational atmosphere and supportive leadership, create sufficient space for teachers to exercise autonomy, and all of which could enhance the attractiveness of the teaching profession.

Based on the results, the following three measures are proposed: implementing flexible management to meet teachers’ needs for autonomy, providing teaching training to meet their needs for competence and creating a good climate to meet teachers’ needs for relationships.