學校（園所）是一個小型的社會，幼兒直接接觸的包括了其同儕與教師。在學校中，以教師對 於兒童的飲食習慣最具影響力。所以，教師應具備正確的飲食知識，才能正確的指導幼兒的飲食行 為，進而尋求或發展改善幼兒的偏食問題的解決方針。本研究主要的目的，即在於探究視覺刺激對 學齡前兒童的偏食行為的影響。 研究方法主要採取質性之個案研究，以中部某一公立混齡幼兒園為案例，以班上偏食行為較顯 著之幼兒為研究對象，採用涉入式實驗、訪談、觀察等相關研究方法蒐集資料，藉以了解透過食物 視覺上的改變與刺激，是否能改善幼兒不良的飲食習慣。 研究結果顯示，食物的造型變化對視覺所產生的刺激，確實能明顯的改善幼兒用餐的速度及食 物的攝取量，甚而減少幼兒偏食的行為。 故研究結果建議，幼兒餐點的準備，若能在視覺的造型多給予變化，對於幼兒偏食或其他的不 良的飲食習慣，將會有顯著的改善。

The preschool teacher is the most influential person on preschool students' eating habits. Therefore, teachers should have enough knowledge to build up children’s good eating habits and find solutions to improve children’s unhealthy eating habits. The major purpose of this study is to explore the effects of visual stimulation on the ill-balanced feeding behavior of preschool students. The researchers adopted the qualitative method of case study to the objects having significant symptoms of ill-balanced feeding at a public mixed-aged kindergarten and applied methods of interventional experiments, interviews, and observation to collect data for compressing whether the visual changes and stimulations of food could improve children’s ill-balanced feeding behavior. The study results show that visual stimulation by changing food’s look definitely improves children’s eating rate and quantity and recommend more variations in the food sharp to improve children’s eating habits.