本研究主要以幼兒園家長為對象，探討其對學前階段幼兒學習母語的相關態度。研究以問卷調查的方式，將臺灣地區家長分為臺灣北部、中部、南部與花東離島四區，每區依幼生比例各抽取都市、城鎮、鄉村各1－3所幼兒園，每所發放50份問卷，總共發出1,280份問卷，問卷回收有效份數為1,078份，有效問卷回收率為84%，問卷信度為.856，建構效度為70.4%。研究結果顯示：（一）幼兒家長認為學前階段幼兒學習國語文最為重要；（二）不同年齡、學歷、角色、都市化程度家長對幼兒學習母語之態度沒有顯著關連；（三）學歷越高的家長，越不認同此階段幼兒學習母語，但在親子母語互動上，家長學歷沒有顯著影響；（四）相對於父親，母親在學前階段較不重視幼兒學習母語；（五）不同族群與居住區域之家長對幼兒學習母語之態度有所不同；（六）家長對學前階段幼兒學習母語的態度，親子母語互動程度高低占最大因素；（七）台灣北部家長因為親子母語互動較少，進一步影響家長較不認同幼兒在學前教育階段學習母語，最後根據研究結果，提出數點建議。

This study targets parents of preschoolers as the main subjects. It investigates the related attitudes of preschooler parents with regard to learning mother tongues. This study utilizes questionnaires and divides country into the Northern Taiwan, Central Taiwan, Southern Taiwan, and Eastern Taiwan regions. One to four preschools in each urban, suburban, and rural region were selected randomly based on preschooler ratios. Each preschool received 50 copies of the questionnaire. A total of 1,280 copies were distributed, and 1,078 copies were collected. The effective questionnaire recovery rate was 84%. Reliability is .856, validity is 70.4%. The results of the study are as follows: 1. The parents of preschoolers believed that learning Chinese was most important. 2. Age differences, education, roles, and urbanization degrees did not have significant relation to the attitudes of preschooler parents toward learning the mother tongue. 3. The parents with higher education did not agree with the idea of preschoolers learning the mother tongue. However, the education of the parents did not have a significant impact on parent-child mother tongue interaction. 4. In comparison to fathers, mothers did not value the idea of preschoolers learning the mother tongue. 5. The parents from different groups and residential areas had different attitudes on preschoolers learning the mother tongue. 6. The degrees of parent-child mother tongue interaction played the most crucial role with regard to parents' attitudes of preschoolers learning the mother tongue. 7. Parents in the Northern Taiwan region had less parent-child mother tongue interaction, which further influenced their idea of preschoolers learning the mother tongue. Recommendations are proposed according to research results.