雖然幼兒視覺藝術教育在幼兒教育中扮演著非常重要的角色，但是在台灣幾乎沒有對於教師信念與幼兒視覺藝術學習及心智發展的相關研究。因此，本研究就針對幼教老師的視覺藝術信念作調查並且探討以老師為導向及以學生為導向的幼兒視覺藝術教學的差異性。在這項研究中，研究者發送三百份問卷給高雄縣市公立幼稚園老師，有效回收問卷有兩百六十份，研究者採用量化的研究方法來分析資料。 研究結果發現，有學過羅恩菲爾(Lowenfeld)藝術教育、以學科為基礎的藝術教育(DBAE)、或是兩種理論都有的教師對於幼兒視覺藝術教育比較重視。年輕的教師比較喜歡在進行視覺藝術活動前與幼兒分享藝術故事。年紀較長的教師比較同意「從小朋友的藝術作品中，我們可以發現他們肢體發展中的手眼協調度」這個觀點。學歷較低的教師比較同意「外國文化影響幼兒繪畫」，而高雄縣的教師比較同意「本土文化影響幼兒繪畫」。此外，教師比較喜歡採用「融合老師為導向及學生為導向」的視覺藝術教學活動。 希望本研究結果可以提供幼兒視覺藝術教育工作者一個參考。

Children’s visual art education is one of the most important fields in early childhood education. However, little or no research has been done on teachers’ attitudes toward and beliefs about children’s art, particularly as they relate to stimulating learning and development in kindergarten in Taiwan. Thus, this research investigated early childhood teachers’ beliefs about children’s art and their understanding and use of the child-directed/teacher-directed approach. The researcher conducted quantitative data analyses in this study. The survey resulted in 260 responses out of 300 questionnaires distributed to teachers in kindergartens in Kaohsiung City and County, Taiwan. The results of the quantitative analysis for teachers who participated in this study knew about Lowenfeld, DBAE, or a combination of both theories showed that they held more positive attitudes toward children’s art. The teachers with fewer years of teaching experience felt more favorably toward teaching art history/story before engaging in an art project. More elder teachers than young teachers agreed with the statement that physical growth is demonstrated in children’s visual and motor coordination in their artwork. Surprisingly, those with lower education degrees agreed more often with the statement that foreign culture influences children’s drawing. The teachers who worked in Kaohsiung County kindergartens agreed more often with the statement that domestic culture influenced children’s drawing than did the teachers in Kaohsiung City. Additionally, the teachers prefer conducting art activity by using both teacher-directed and child-directed methods. The researcher wishes those findings will provide useful suggestions to children art educators.