办学体制是教育体制中最为核心和关键的要素，体现了教育发展的价值取向，决定着教育质量的高低，对我国教育事业的发展有着至关重要的影响。然而，办学体制改革能否取得成效取决于是否基于本地区现实情况作出科学规划和调整。在我国民办学前教育办学体制整体不尽合理，办园体制改革要求不断提出的背景下，对本地区民办学前教育办学体制的现实状况作出科学调查有利于制定出符合地区实际的改革措施，从而促进办园体制改革取得成效。因此，本研究对海南省民办学前教育办学体制进行实证调查，以期在了解现状、分析问题和原因的基础上，提出对海南办园体制改革的有效建议。本研究采用了文本分析法、问卷法和访谈法，对海南省民办学前教育办学体制的现状进行了调查和分析，认为海南民办园办学体制的状况基本上达到了各方面的办学要求，得分由高到低依次为权力、责任、管理体制。园所等级和园所规模对办园体制总分有主效应。在具体维度上，已评级的园所在责任和管理体制维度的得分显著高于未评级的园所；规模较大的园所在责任和管理体制维度上的得分显著高于规模较小园所。在海南办园体制中，办学主体主要为个人举办，个人投资；主要拥有办学自主权和获得合理回报的权力；承担教育公益性、提供符合规定标准的办园条件、保障教师待遇和接受监督的责任；园所外部的管理为地方负责的行政管理体制，内部多为个人决策的园长负责制或投资者负责制。在现状调查的基础上，指出海南民办学前教育办学体制存在的问题：办学主体、资金来源结构单一；政府对民办园的扶持不到位；民办园教师资质低、待遇差；民办园内外部监督管理不力；未获得与公办园平等的地位。并分析了问题存在的原因：民办幼儿园法人属性模糊，出资者权益缺乏保障；政府对民办园投入责任不明确，扶持力度不大；公民办教师身份存在差异，平等难以实现；内外部监管机制不完善，监管难以有效进行；民办学前教育法规缺乏可操作性，民办园平等地位难以保障。基于上述研究，针对海南民办学前教育办学体制中存在的问题，对其办园体制改革提出了政策建议。要按园所性质进行分类，明晰民办园财产权和收益权；增加政府投入，加大扶持力度；提高教师待遇，促进教师发展；健全内部监管机构，发挥外部监管作用；完善相关政策法规，促进民办学前教育发展。

The school system is the most important element of education system, which reflects the value of educational development, determines the quality of education, and has critical influence on the development of education in our country. However, the success of school system’s reform depends on whether the scientific planning and adjustments made based on the realities of the region. In the cases of private pre-school education school system is not quite reasonable, and the requirement of private pre-school education school system reform is proposed constantly, the scientific investigation based on the realities of the regional private pre-school education’s school system will favorable to make effective measures, thereby promote the effect of the reform. Therefore, this study conduct an empirical survey on private pre-school education school system in Hainan on the basis of understanding the present status to propose effect reform proposals. The study uses text analysis, questionnaires and interviews to investigate the status of private pre-school education school system in Hainan. The result of the study is that the private pre-school education school system reached all aspects of requirements basically, the score by high to low order is authority, responsibility, management system. Kindergarten’s level and scales have main effect on the score of private pre-school education school system. The score of rated kindergartens are higher than unrated kindergartens in the dimensions of responsibility and management system; the score of bigger kindergartens are higher than smaller kindergartens in the dimensions of responsibility and management system. In the private pre-school education school system in Hainan, kindergartens are held by personal primarily; school autonomy and the power of earning reasonable return; bearing the responsibility protecting education’s public nature , providing the required standards ,ensuring the treatment of teachers and being supervised responsibility; local government is responsible for managing private kindergartens external, the decisions are made by principals or investors. On the basis of investigating, several questions are pointed out in Hainan’s pre-school education school system: the structure off funders and investors is single; government’s support is not enough; the condition of teacher’s qualification and treatment is bad; supervision and management are ineffective internal and external; private kindergartens don’t get equal footing with the Public kindergarten. And analyze the reason for the problems: the legal property of the private kindergarten is vague, the donors’ interest is lack of protection; government’s inputs responsibility is not clear; the identity of teachers between private kindergartens and public kindergartens is different, equality is difficult to achieve; monitoring mechanism not perfect internal and external; the system of law is imperfect, the equal status is difficult to guarantee. Based on the above studies, the policy recommendations are proposed on the basis of studying the problems of private pre-school education school system in Hainan. Clear the legal nature and relationship of private kindergartens; increase investment and support of government; increase teachers’ treatment, promote teachers’ development; perfect the internal regulatory bodies, play the role of external supervision and management; improve the relevant policies and regulations to promote the development of private pre-school education.