本文調查145位高屏地區在職幼惟園教師，實施音樂教學的情形及對音樂教學的態度。參與本研究的教師，八十七學年度皆在屏東師院進修部在職進修。 本文主要探討的問題是: (一)幼稚園的音樂環境，音樂活動種類和活動的特間頻繁次數;(二)教師對音樂教學的態度。145位受訪者回答了研究者與專家設計的問卷:幼稚園教師音樂教學經驗與態度問卷，回收率100%。資料統計使用頻率、百分比、平均數、及多元回歸等，描述並分析結果。 主要結論: (一)受訪的幼稚園教師中，多數回答，她們的學校有足夠的音樂教學設備;(二)根據參與與研究的教師回答，她們提供了各種不同的音樂活動，活動人數頻繁不一;(三)受訪的教師中，多數認為唐樂對兒童的發展、教室管理、音樂知能發展，扮演重要角色，多數的教師並認為，音樂可以用來幫助兒童學習其他學科;(四)高屏地區的幼稚園教師，對從事音樂教學有很高的自信，她們自信有足夠的能力勝任教學並享受音樂教學的樂趣。 對未來研究的建議: (一)延伸此一調查至其他地區，並應用至其他主題;(二)比較幼稚園和小學音樂活動的差異;(三)評量幼稚園音樂教學課程實施詳情;(四)調查幼稚園教師所需要的音樂知能及教學技巧;(五)探討台灣幼稚園音樂教學過報至當前的實施情形。

　　　　　 This study investigated the perceptions of 145 kindergarten teachers in the Kaohsiung and Pingtung regions of Taiwan about using music with children and their attitudes toward using music in their classrooms. The participants were all the kindergarten teachers studying at The Institute of Inservice Teacher Training, national Pingtung Teachers College, in December 1998. The main research questions included: 1)What kinds of music experiences are provided by the teachers in Taiwanese kindergarten classrooms and how frequently do they use music? 2) What are the kindergarten teachers' attitudes about the role of music experiences for their students? A total of 145 of kindergarten teachers completed the investigator's questionnaire, The Kindergarten Teachers' Musical Experience and Attitude (KTMEA), designed for the study Descriptive statistical analysis was used to compute the frequency, percent, mean, and multiple regression. Four major conclusions were: 1) most kindergarten teachers reported that their kindergartens have adequate musical equipment; 2) the music experiences offered were varied and frequently used; 3) these teachers believe that music is important in child development, classroom management, and development of music skills knowledge (Most teachers agreed that music motivates children's learning in other subjects); and 4) the teachers in Kaohsiung and Pingtung regions exhibited high confidence in their music teaching ability and enjoy music with their students. Recommendations for future research are: 1) to extend this study to similar subjects from a more diverse area in Taiwan; 2) to compare children's kindergarten and elementary school music experiences; 3) to evaluate music teaching methods courses for preservice kindergarten teachers in Taiwan; 4) to investigate the kinds of music understanding and skills kindergarten teachers need; and 5) to study the use of music historically in the Taiwanese kindergarten to the present.