幼儿园教师的积极合作是促进教师专业发展的关键要素，对幼儿园整体的教师队伍和教学质量具有提升作用。然而，团队合作中的冲突或矛盾的产生和个体的多元文化背景之间有着密切的连接，因此为了深入了解幼儿园教师队伍下的团体合作，本研究以探讨马来西亚多元文化背景下幼儿园教师的互动与合作现状为主要目的，分析教师合作之间冲突产生的事件、原因以及解决该问题的方式与能力。提出了三个研究问题：（1）多元文化背景下的幼儿园教师个体间的合作意识、行为、能力如何？引起冲突的事件有哪些？；（2）幼儿园教师的合作问题是否受到个体（文化背景、思想观念、信仰等）或集体（工作任务、资源分配、园所教育指导方式等）上的多元因素影响？主要有哪些因素？；（3）面对团队中合作所出现的冲突或矛盾时，幼儿园教师是如何进行调解的？

     通过收集马来西亚私立幼儿园B教师对自身经历或情况的描述，研究当下幼儿园教师的合作现状，并且对多元文化背景的影响因素进行调查，过程涉及文献法、访谈法、个案研究法三种研究方法。以主题分析的方式对所得数据进行分析，对应本研究的三个问题列出了四个大主题，即团结合作的体现、团结合作问题的出现、合作中冲突产生的影响因素、以及合作的调适到融合，个主题下分别包括了相对应的子主题和其编码分成。依据被访者的表述内容进行重点分析以及展示，发现影响幼儿园B教师合作的问题和因素主要分成了三点：（1）个体理解力、语言交流特征的差异；（2）个性和合作形态，缺少主动建立人际关系的积极性；（3）教师对幼儿园教学模式的清晰度不高，缺乏培训安排的专业性。最后，针对幼儿园B教师合作的情况提出了几项建议和策略，分别是统一教师之间合作条件的标准、提高教师之间合作工具使用的频率、具体教师之间合作目的的内容。

The positive cooperation of kindergarten teachers is a key factor to promote the professional development of teachers, it plays an important role in improving the overall teacher team and teaching quality in kindergartens. However, conflicts or contradictions in teamwork are closely related to the multicultural background of individuals. Therefore, in order to deeply understand the group cooperation of kindergarten teachers, the main purpose of this study is to explore the current situation of the kindergarten teacher’s interaction and cooperation in Malaysia under the multicultural background. By analyse the incident and causes of conflicts between teachers' cooperation, this research will able to understand the ways and abilities of teacher to solve the problems. Three research questions are putting forward: (1) What is the cooperative consciousness, behaviour and ability of individual kindergarten teachers under the multicultural background? What are the incidents that cause the conflict?  (2) The cooperation problem of kindergarten teachers influenced by individual (cultural background, ideas, beliefs, etc.) or collective (work tasks, resource allocation, educational guidance methods, etc.) multiple factors? What are the main factors?  (3) How do kindergarten teachers reconcile while facing conflicts or contradictions arising from teamwork?

By collecting the descriptions of personal experiences and situations of  teachers in private kindergartens B in Malaysia, the current cooperation status of kindergarten teachers is studied, and the influencing factors of multicultural background are investigated. The process involves three research methods: literature method, interview method and case study method. The data obtained were analysed in the way of thematic analysis, and four major themes were listed corresponding to the three question in this study, namely, the embodiment of solidarity and cooperation, the emergence of solidarity and cooperation problems, the influencing factors of conflicts in cooperation, and the adaptation to integration of cooperation. The corresponding sub-themes and their coding were included under each theme. According to the contents expressed by the interviewees, it is found that the problems and factors affecting the cooperation of kindergarten B teachers are mainly divided into three points: (1) the differences in individual understanding and communication language (2) forming of personality and cooperative form, lack of initiative to establish interpersonal relationship with colleague (3) Teachers do not have a high definition on the kindergarten teaching model and lack of professional training arrangements. Finally, several suggestions and strategies are put forward for the cooperation in kindergarten B, including unifying the standards of cooperation conditions among teachers, improving the frequency of use of cooperation tools among teachers, and specific contents of the purpose of cooperation between teachers.