隨著美感教育在國內的蓬勃發展，幼兒園美感教育也受到相當的重視。本研究採調查研究法，探討幼兒教保服務人員的藝術美感素養、美感教學信念與美感教學實務。研究對象為新北市248位公私立幼兒園的幼兒教保服務人員。研究結果發現：（一）幼兒教保服務人員在藝術美感素養、美感教學信念與美感教學實務呈現中上程度，且美感教學信念最佳。（二）不同背景變項對藝術美感素養、美感教學信念與美感教學實務有顯著差異。（三）美感教學信念對美感教學實務具有預測力；美感素養層面中，藝術知識及視覺藝術、音樂、戲劇的表現與欣賞技能對美感教學實務也具有預測力。本研究檢視了幼兒教保服務人員在美感教學的相關情形，可作為推展幼兒美感教育與師資培育之參考依據。

With the development of aesthetic education in Taiwan, aesthetic education in preschools is also valued. Using the survey research method, this study aimed to investigate preschool educators' aesthetic literacy of the arts, aesthetic teaching beliefs, and their aesthetic teaching practices. Participants were 248 preschool educators at public and private preschools in New Taipei City. The results revealed that (1) the preschool educators' aesthetic literacy of the arts, aesthetic teaching beliefs, and aesthetic teaching practices scored above the average. Moreover, they scored high on their aesthetic teaching beliefs. (2) Background variables affected the differences in the preschool educators' aesthetic literacy of the arts, aesthetic teaching beliefs, and aesthetic teaching practices. (3) Aesthetic teaching beliefs were able to predict the preschool educators' aesthetic teaching practices. As for aesthetic literacy, knowledge of the arts and skills of visual arts and music/drama for performance and appreciation were significant predictors of the preschool educators' aesthetic teaching practices. This study examines the related issues of preschool educators' aesthetic teaching, and provides a reference for early childhood aesthetic education and teacher education.