本研究旨在探討幼兒園教師不同引導方式對幼兒繪畫內容的影響。研究者以幼兒園十五名大班幼兒為研究對象，蒐集三種引導方式交叉循環下、六個繪畫主題，總計兩百七十幅幼兒繪畫作品。本研究以幼兒繪畫內容進行質性分析，主要發現如下：
一、教師以臨摹與圖畫書引導幼兒進行繪畫活動時，幼兒所畫的主題圖像較大、細節較為豐富。
二、教師以圖畫書引導的圖畫內容，幼兒畫畫時會融入故事情節、有較多的虛擬性表現，以直接經驗引導的方式，幼兒畫畫時會出現較多人物。
三、本研究分析結果顯示幼兒繪畫內容會出現共同性。男女幼兒在詮釋圖像時會呈現性別刻板印象；幼兒作品會有個人特色或裝飾性圖像出現；且幼兒會將舊經驗或新知識重組並遷移到其它繪畫作品。

This study focused on the effects different inspirational teaching methods applied by pre-school teachers can have on young childrens drawing content. A pre-school class, consisting of fifteen children taught by the researcher, was chosen as the subjects for this study. The researcher implemented cross-repetition of three different inspirational teaching methods and six types of drawing topics, then collected drawings made by the children, totaling 270 drawings in all. This study used the childrens drawing content as the basis for qualitative analysis. The results of the study are as follows:
1. Different inspirational teaching methods did affect the drawing content of young children. When the teacher used the imitation or picture book inspirational teaching method, the main subject of the childrens drawings tended to be larger and drawn with greater detail.
2. Using the picture book inspirational teaching method, the children had a tendency to become immersed in the story of what they are drawing, which led to greater displays of their imagination. When the teacher utilized the learning by direct experience inspirational teaching method, the children had a tendency to show more use of people in their drawings. 
3. The results of this study showed that the young childrens drawings all have certain aspects in common. Both boys and girls showed the usage of gender stereotypes when drawing，as well as added displays of individual creativity and decoration. In addition, young children demonstrated an ability to combine prior experience and new knowledge together and applied them to other drawings.