本研究旨在探討幼稚園教師對美術活動之教學態度，主要目的有三：一、編制「幼稚園教師美術活動教學態度問卷」；二、瞭解幼稚園教師對美術活動教學態度之實際情況；三、探討不同背景變項下幼稚園教師對美術活動教學態度之差異情形；四、根據研究結果提出具體建議，做為改善學前階段美術教育之參考。 本研究以調查研究法，調查與分析幼稚園教師對美術活動之教學態度，依據文獻探討的結果編製「幼稚園教師美術活動教學態度問卷」，並經專家效度檢驗以及問卷預試成立正式問卷及建立問卷的效度與信度(Cronbach’s α係數為 .886)。 本研究以台北縣公、私立幼稚園之教師為研究對象，並以「幼稚園教師美術活動教學態度問卷」為研究工具，共發放340份問卷，回收208份問卷，回收率為61%。調查所得資料以描述統計、卡方考驗、單因子變異數分析方法進行分析。 本研究之研究結果為：一、幼稚園教師對美術活動的教學態度分為四個主要取向，分別為「幼兒本位取向」、「美術本位取向」、「教師本位取向」，以及「較少干涉取向」。二、不同教學年資、年齡、專業領域、公私立園所之幼稚園教師在美術活動教學態度上有所差異。 最後，本研究依據研究結果，分別對幼稚園教師、相關教育單位，以及後續美術活動相關研究提出具體建議，以供參考。 / The purpose of research is to investigate the kindergarten teachers’ attitude of teaching art. Four aims of this research are: 1. To compile the “Kindergarten Teachers’ Attitude of Art Activity Questionnaire” as the research tool. 2. To inquire current kindergarten teachers’ attitude of teaching art. 3. To analysis differences among teachers’ attitudes of teaching art on four distinct dimensions: years of teaching, age, professional knowledge of individual teachers, and the types of kindergarten (public and private). 4. To make suggestions for a teacher teaching art in kindergarten, related associations or departments, and someone interesting this topic. Researcher designed the contents of “Kindergarten Teachers’ Attitude of Teaching Art Questionnaire” by following phrases: compile items of questionnaire from literature, evaluate items by five experts to build validity, and using statistical analysis to establish reliability (Cronbach’s α .886). Researcher randomly sampled 340 subjects from kindergartens in Taipei county and delivered the questionnaire and 208 samples were valid (61%). The data were analyzed using: descriptive statistics, χ2 test, one-way ANOVA, and LSD posterior comparisons. The result was: 1. The mainly approaches of teachers’ attitude of teaching art are children-oriented approach, art-oriented approach, teacher-oriented approach, and little-intervention-oriented approach. 2. Significant differences of teachers’ attitude were found between teachers in different years of teaching, age, professional knowledge of individual teachers, and the type of kindergarten. The researcher made recommendations to kindergarten teachers, education administrations, and further related research based on the conclusions.