Retaining rural kindergarten teachers and enabling themto teach well is the core pillar of high-quality rural education development.As a dynamic context for teachers' physical and mental settlement,the meaning construction of the educational living space directly affects teachers' retentionintention and the quality of educational practice.Existing studies mostly explore the retention of rural kindergarten teachers from a macro-structural perspective,lacking in-depth inquiry into teachers' self-identification with the meaning of their professional lives.Spatial phenomenology,which focuses on the three-dimensional holistic situation of ″human-place-time″,provides a new perspective for understanding teachers' existential horizon and reconstructing theirspiritual meaning world.The study finds that ontologically,the educational living space of rural kindergartens is a meaningful situation intertwined with humanexistence,whose operational logic lies in the ″existential activities″ of the″worldly self″,and whose substantive logic consists of the spatiality of ″human-place proximity″ and the temporality of ″human-human companionship″.Epistemologically,this space is a constructive existence based on subjects' embodied actions,characterized by embodiment,constructiveness and heterogeneity.Practically,the practical logic under its value guidance is embodied in three integrated paths:spatial practice oriented to the integration of educational life,actionpractice centered on the manifestation of subjectivity,and caring practice pursuing the poetic nature of life.The ontological logic,epistemological logic and practical logic are interconnected and mutually supportive,forming a complete theoretical and practical system of ″existential essence-generative mechanism-value realization″.