本研究从田野经验和社会焦点事件受到的触动出发，在幼师虐童这一现象中抽离出三个研究问题：幼师虐童是如何发生的？不同群体是如何建构“幼师虐童”这一概念符号的？当前政府在治理幼师虐童时是如何选择政策工具和治理策略的？最终的理论抱负和政策关怀落脚在对治理幼师虐童公共政策的循证反思之上，因此实际的研究过程是在这三个研究问题之间的穿梭与审视，这个过程也是对拉斯韦尔所言政策科学“跨学科”特征的实践。

以多源流框架、街头官僚理论、情感劳动理论、胜任力理论作为理论基础，基于建构主义立场，选择质性研究方法回答研究问题。通过实物收集法、常人民族志、基于情境案例的焦点小组等方法搜集资料，采用类属分析和情境分析的资料分析方法，得出以下结论：

第一，幼师劳动既是需要情感投入和调控的情感劳动，也是需要在不同教育情境中进行自由裁量的专业劳动，这均建立在足够的专业胜任力之上。在当前学前教育事业尴尬定位、供给困境、质量困境互相缠绕而成的结构性困境中，部分幼师专业素养不足，在以教师为中心的教育理念下，追求“控制”“秩序”，对“行为不当”的幼儿实施教育规训失败，形成虐待。虐待的发生体现的是情感劳动的情绪失控以及自由裁量的滥用、误用。研究表明，施虐者年龄、学历相对较低，黑色地带中，针扎是最为普遍的虐待手段；灰色地带中，隔离和忽视被广泛使用。以工具隐蔽、场所隐蔽、话语隐蔽合成的“隐蔽虐童”机制是幼师虐童“能够”发生的原因。

第二，“儿童虐待”作为一个法律移植概念，与日常生活形成了分离，成为一种“悬浮概念”和符号化的存在。在符号悬浮的背景下，不同群体主要有动机导向、伦理导向、结果导向、证据导向四种虐儿观，幼儿教师拥有最严苛的行为标准和要求。不同主体虐儿观背后的认知逻辑并不相同，存在共识困境：幼师秉持的“底线逻辑”与家长的“发展逻辑”出现冲突，公众对幼师的神圣想象与幼儿教师的去神圣化实践存在冲突，同时公众和家长对幼儿教师情感劳动的期待和幼师工作兼具专业劳动要求之间也存在冲突。符号问题的产生与我国儿童保护法制体系滞后、学前教育专业“矮化”的现状有直接关系。

第三，本研究确认了34项政策工具，可以分为“真实的”“通用的”“象征的”“准终结”四个谱系，其中以制裁为主的真实工具和以命令为主的通用工具是当前政府在治理幼师虐童时的两种选择，前者体现的是回应性的治理逻辑，后者体现的是自主性的治理逻辑。回应性治理来自焦点事件下政府面临的双向压力，补救性、快速回应的“表层治理”是一种必要选择。自主性治理的基础在于，儿童保护组织化程度不足以及幼师虐童的“单向性议题”特征共同塑造了教育部门的政策垄断地位。在政策议定部门和来自学前教育共同体的专家型政策企业家的联盟下，儿童保护方向的政策方案被过滤，幼师虐童议题被拉回至“旧”的学前教育体制机制建设议题中来，进行议题合并、转化和覆盖的政策叙事，试图通过学前教育整体发展来“附带”解决幼师虐童问题。

第四，三个研究问题之间的穿梭循证表明，幼师虐童有不同的问题界定方式，“教育问题”和“道德问题”绑定在一起被部分瞄准，“儿童保护问题”被过滤，“法律问题”成为悬浮的符号。其中，“幼师虐童”概念符号建构问题隐藏在其发生机制之下，二者存在内在的逻辑嵌套；幼师虐童发生机制中教师专业胜任力缺失方面的证据已被当前的公共政策聚焦和瞄准，但针对情感劳动中幼师的情绪调控问题，尚未有明确的公共政策设计，因此二者之间存在倾斜的治理；公共政策并未从符号建构方面凸显的儿童保护问题进行治理，其中存在逻辑的断裂。

最后，结合研究结论与相关研究进行了对话，重点对政策过程理论中的社会建构框架和叙事政策框架在中国情境下的应用前景进行了讨论，并提出了幼师虐童治理的改进建议：加强对幼儿教师的情感支持和专业胜任力培训；审慎推进我国儿童保护法制体系的建设；推动儿童保护的组织化建设，打破政策垄断；丰富学习型政策工具的设计，进行儿童保护服务递送的政策试验。

Based on the shock of field experience and social focal event, this present study extracts three research questions from the phenomenon of child abuse by kindergarten teachers (CAKT). First, how does CAKT happen? Second, how the conceptual symbol of "CAKT" is perceived and constructed by different groups? Third, how does the government choose policy tools and strategies when dealing with CAKT? The ultimate ambition and policy concern of this study are based on the evidence-based reflection on the public policy. Therefore, the actual research process is the shuttling and examination among these three research questions, and this process is also a practice of the distinguishing feature of multidisciplinary of policy science defined by Lasswell.

This present study takes the Multiple Streams Framework, Street-level Bureaucracy Theory Emotional Labor Theory and Teacher's Competency Model as the theoretical basis, and selects qualitative research methods to answer the research questions based on the position of constructivism. Data were collected through the in-kind collection, the ethnography of ordinary people and vignette-based focus group interview. On the basis of inductive generic analysis and situational analysis, the following conclusions are drawn:

Firstly, preschool teachers' labor is not only emotional labor requiring emotional input and management, but also professional labor requiring discretion in different educational situations, which are based on sufficient professional quality and competence. However, in the current structural dilemma of preschool education formed by the intertwined position dilemma, supply dilemma and quality dilemma, the professional quality of some preschool teachers is insufficient. Under the concept of teacher-centered education, they pursue "control" and "order", and fail to implement educational discipline for children with "improper behavior", resulting in abuse. The occurrence of CAKT reflects the emotional runaway of emotional labor and the misuse of discretion. Findings reveal that the abuser's age and educational level are relatively low, and needle pricking is the most common means of CAKT in the black zone; isolation and neglect are widely used in the gray zone. The hidden mechanism composed of tool concealment, location concealment and discourse concealment is the reason why CAKT “can” happen.

Secondly, "Child Abuse", as a legal transplantation concept from the western world, is separated from the daily life world and becomes one kind of "suspended symbol". Under the symbol suspension, there are four types of view on definition among different groups, which are result-oriented definition, motivation-oriented definition, ethics-oriented definition and evidence-oriented definition. Preschool teachers have the most stringent behavior standards. The cognitive logic behind different groups' views on the definition of child abuse is different, and there is a consensus dilemma: the "bottom logic" upheld by preschool teachers conflicts with the "development logic" of parents, the sacred imagination of the public on preschool teachers conflicts with the de-sanctification practice of preschool teachers, and there is also a conflict between the expectations of the public and parents for preschool teachers' emotional labor and the professional labor requirements of preschool teachers' work.

Thirdly, this study identified 34 policy tools, which could be divided into Real tools, General tools, Symbolic tools and Quasi-terminate tools. Among these policy tools, the real tools based on sanctions and the general tools based on orders are the two main choices of the current government in dealing with CAKT. The former reflects the responsive governance logic and the latter reflects the autonomous governance logic. Responsive governance comes from the two-level pressure faced by the government under the focus events, and remedial and rapid-response "surface governance" is a necessary choice. The foundation of autonomous governance is that the lack of organization of child protection and the valence-issue characteristic of CAKT jointly shape the policy monopoly position of the education sector. Under the alliance of the policy venue and the policy entrepreneurs from the preschool education community, the policy scheme of child protection proposed by the moral entrepreneurs is filtered, and the issue of CAKT is pulled back to the "old" issue of developing the preschool education system to make the policy narrative of issue merging, transforming and covering, trying to solve the problem of CAKT incidentally through the overall development of preschool education. The emergence of symbol problem is directly related to the lagging legal system of child protection and the "dwarfing" of preschool education in China.

Finally, the shuttling among the three research questions shows that there are different ways of defining the problem of CAKT, of which the “educational issue” and “moral issue” are bound together and are partially targeted, "child protection issue" is filtered, and "legal issue" has become a suspended symbol. Specifically, the construction of the conceptual symbol of "CAKT" is hidden under its occurrence mechanism, and there is an internal logical nesting relationship between these two questions. The evidence of lacking in professional competence in some educational situations has been focused and targeted by the current public policy, but there is no clear policy design for the emotional stress disorder of preschool teachers in emotional labor, so there is a bias governance between these two questions. The current public policy does not govern from the way of "child protection issue", in which there is a logical fracture.

Based on these research conclusions, a dialogue with relevant studies has been made, and the application of the Social Construction Framework and Narrative Policy Framework in the policy process theory in the Chinese context is mainly discussed. And some suggestions for improving the governance of CAKT are put forward: Strengthen the professional competence training and emotional support for preschool teachers; Promote the construction of China's legal system for child protection prudently; Promote the organizational construction of child protection and break the policy monopoly; Enrich the design of learning policy tools and carry out policy experiments on the delivery of child protection services.