近年來STEAM教育在全球掀起新式教育的浪潮，強調能夠增進學習者學習動機與學習效能，並能與未來的人才趨勢相吻合；因此，從嬰幼兒至高中階段的相關研究源源不絕地應蘊而生，而教師的教學信念與教學實務更是STEAM教育中最為關鍵的因素。呼應上述背景，本研究之目的為為探究幼兒教師對於STEAM課程的信念、教學實務以及面對的挑戰。本研究採用質性取向，立意取樣選取參加幼兒STEAM課程研習一至兩年並實際於幼兒園實施STEAM教學之六位在職幼兒園教師為研究對象，資料收集包括深度訪談以及文件收集，並進行分析與編碼。研究結果發現：教師多認同幼兒STEAM教學的核心目的與教學成效；教師也認同STEAM教育的核心精神呼應建構主義以及開放探究的教育理念；教師們對於幼兒STEAM教學的觀點多延伸於幼兒發展與課綱基礎之下，包括：與生活經驗連結、強調問題解決、重視動手作的系統教學程序。教師在幼兒STEAM課程實踐上多能回應個人的教學信念；然而，教師對於STEAM課程中是否需涵括五個跨領域學習面有不同的看法，對於教學時如何平衡學習者本位與教師本位也有不同的做法。最後，教師於課程實施的困境多源自缺乏足夠的課程專業發展與協助資源。依據本研究之結論，對於幼兒園教師及未來幼兒STEAM課程相關研究者提出學術研究上與教學實務的建議。

In recent years, STEAM education has sparked a wave of educational reform around the world. It is widely recognized for enhancing learners’ motivation and learning effectiveness, and for aligning with future talent development trends. Among related research studies, teachers’ beliefs and practices have been identified as the most critical factors in the successful imple-mentation of STEAM education. This study aimed to explore kindergarten teachers’ teaching beliefs, practices, and challenges related to the STEAM curriculum. Using a qualitative ap-proach, six kindergarten teachers who had studied and implemented the STEAM curriculum for one to two years were selected as participants. Data collection included in-depth interviews with the teachers and an analysis of their lesson plans. All data were transcribed and analyzed. The results showed that the teachers generally believed that the STEAM curriculum in early child-hood education in Taiwan is based on constructivist principles and open inquiry. Their views on STEAM teaching for young children emphasized the following principles: connecting with re-al-life experiences, focusing on problem-solving, and using hands-on, systimatic teaching pro-cedures. Moreover, the teachers were more likely to relate their personal teaching beliefs to the STEAM curriculum implementation. However, they held differing opinions on whether all five cross-disciplinary learning aspects should be integrated into the curriculum simultaneously, as well as on the balance between learner-centered and teacher-centered approaches. Finally, the main challenges in implementing the STEAM curriculum stemmed from a lack of adequate pro-fessional development opportunities and support resources. Based on the conclusions of this study, several suggestions for teaching practice are proposed, along with recommendations for future research on early childhood STEAM education.

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