In recent years, kindergartens in Macao had been heading toward educational reform. They promoted various open education models; but to what extent these reforms implemented were in question? According to many academics, teachers' instructional beliefs are key to success of curriculum innovation. In this regard, this study seeks to investigate the relationship between teachers’ background variables and their beliefs toward open education and instructional practices, explore the effects of external environmental factors on the implementation of instructional beliefs of teachers in Macao and analyze the relationship between teachers’ instructional beliefs and instructional practices. This study used questionnaires to survey 408 kindergarten teachers in 58 Macao schools that use Chinese as medium of instruction. The followings are the main findings of research: A. The instructional beliefs of kindergarten teachers in Macao are inclined toward open education, but their instructional practices are inclined toward traditional educational mindset. B. The relationships between teachers’ background variables and their beliefs reveal the following: 1. Significant differences exist in instructional beliefs of kindergarten teachers of different ages. It was discovered that older kindergarten teachers tend to be less likely held educational beliefs in open education. 2.No significant difference exists in kindergarten teachers’ instructional beliefs among teachers with different tenure. Teachers with longer tenure tend to be less likely held educational beliefs in open education. However, the difference is not statistically significant. 3. Significant differences exist in instructional beliefs of kindergarten teachers with different teachers'professional qualification in kindergarten education. It was discovered that those with higher degrees are more likely to hold educational beliefs in open education. 4. Significant differences exist in instructional beliefs of kindergarten teachers working in different schools. Teachers teaching in traditional schools run by associations tend to hold educational beliefs in traditional education, whereas kindergarten teachers teaching in public schools are more likely to hold educational beliefs in open education. C. The relationships between kindergarten teachers’ background variables and their instructional practices: 1.No significant difference exists in instructional practices of kindergarten teachers of different ages. 2.No significant difference exists in instructional practices of kindergarten teachers with different tenure. 3.Significant differences exist in instructional practices of kindergarten teachers with different teachers’ professional qualification in kindergarten education. It was discovered that those with higher degrees are more likely held educational beliefs in open education, and the situation is similar to educational beliefs. 4.Significant differences exist in instructional practices of kindergarten teachers working in different schools, and the situation is similar to educational beliefs. D. Moderate positive correlation exists between instructional beliefs and instructional practices of kindergarten teacher in Macao. E. Several external environmental factors affect instructional practices and instructional beliefs of kindergarten teacher in Macao. Sorted according to frequency, they are: “school resources", “number of students in class", “workload", “principal's demand", and “classroom space”. Finally, recommendations for the educational administrators, kindergartens, teacher-training organizations and kindergarten teachers are provided in accordance with the results of the study.

近年澳門各幼稚園競相進行教育改革，推行各種開放的教育模式，在這片朝氣 蓬勃的的背面，究竟教育改革是否真的落實?根據許多學者指出，教師「教學信念」 是課程革新能否成功的關鍵，故此本研究透過問卷調查法，向全澳56間以中文為教 學語言的幼稚園教師共408人進行普查，探討教師個人背景變項與其開放教學信念 與教學實踐的關係;探究影響澳門教師實踐教學信念的外在環境因素;分析教師教 學信念與教學實踐之間的關係。將所得資料利用統計套裝軟體 SPSS11.5 進行資料分 析，以下為研究的主要發現: 一、澳門幼稚園教師抱持的教學信念較傾向開放教育取向，教學實踐則較偏向傳 統教育取向。 二、 澳門幼稚園教師背景變項與教學信念的關係方面: 1.不同年齡的幼稚園教師的教學信念有顯著的差異，發現幼稚園教師年齡越 大，開放教育信念取向程度越低。 2.不同的任教年資的幼稚園教師教學信念的差異並未達顯著程度。任教年資 越長，開放教學信念取向程度略略稍低，但差異未達顯著程度。 3.不同幼教專業學歷的幼稚園教師教學信念存在顯著的差異，發現隨著學歷 的提高，開放教學信念強度亦隨之增加。 4.任教不同學校類別的幼稚園教師的教學信念有顯著的差異，社團辦學幼稚園教師相對較趨向傳統教育取向，而公立組幼稚園教師相對較趨向開放教育取向。 三、 澳門幼稚園教師背景變項與教學實踐的關係方面：1.不同年齡的受試幼稚園教師的教學實踐未有顯著的差異。 2.不同任教年資的幼稚園教師教學實踐沒有顯著的差異。 3.不同幼教專業學歷的幼稚園教師的教學實踐存在顯著的差異，發現隨著學歷的提高，教學實踐越趨開放取向，情況與教學信念相似。 4.任教不同學校類別的受試幼稚園教師的教學實踐有顯著的差異，情況與教學信念相類似。 四、 澳門幼稚園教師的教學信念與教學實踐呈中等的正相關。 五、 影響澳門幼稚園教師實踐教學信念的外在環境因素，依次數的多寡分別爲「學校的資源」、「班級的學生人數」、「工作的負荷」、「校長的要求」及「教室的 空間」。 最後，研究者依據研究結果，對教育行政機關、幼稚園、師資培訓機構、幼稚 園教師以及未來的研究提出有關建議。