本研究旨在探討我國幼兒教師之教學行為與以DAP為主的現今幼兒教育教學趨勢是 否相符。經採觀察量表與現場觀察筆記，質、量並用法，交叉映證，以桃、竹、苗輔導區六 十位教師為研究對象，結果發現：幼兒教師之教學行為無論是在教學目標、教學內容、教師 角色、或在教學方法上與 DAP 教學指標均未相謀合，仍有一段距離。 針對研究結果，本研 究乃提出四項建議以作為師資培育機構與教育有關當局之參考：(1) 強化幼兒教師之理念與 實務及二者之聯結工作；(2) 提昇園方負責人之專業素養；(3) 加強親職教育或宣導正確幼 教理念；(4) 建立初任（實習）教師輔導制度。

　　　　　The purpose of this study is to investigate whether preschool teachers' instructional behavior are congruent with the practices of recent trends in early childhood education--DAP. These are sixty teachers in Taoyuan, Hsin Chu, Miaoli participating in this study. By the use of the observational checklist and field-note taking to collect and triangulate the data, the major findings are: Early childhood teachers' instructional behaviors are incongruent with the DAP in the four aspects: instructional goal, instructional content, teachers' role, and instructional method. According to the results, the suggestions are made as follow: (1) to enhance the connection b/w theory and practices in the preservice and inservice teacher trainning program; (2) to establish the induction program of beginning teachers; (3) to increase the professional knowledge of preschool owners; (4) to strengthen parenting education in preschool.