艺术是人类以情感和想象为特征把握和反映世界的一种特殊方式，对儿童的发展具有深刻的影响，尤其在学前教育阶段，艺术教育能挖掘幼儿潜能，塑造幼儿健康活泼的个性，促进其全面和谐的发展。幼儿教师艺术素养的高低决定艺术教育的质量，直接影响着幼儿艺术素养的发展，进而影响幼儿全面发展。本文以河北省桃李幼儿园和明德幼儿园作为研究个案，了解当前农村幼儿教师艺术素养的现状，从教师的艺术教育知识和观念、艺术表现能力和艺术教育教学能力三个方面对农村幼儿教师艺术素养进行探讨。研究发现，农村幼儿教师的艺术知识比较匮乏，对艺术的理解较为局限，对艺术的审美特性认识不足。同时，教师的艺术教育观念比较落后，一些幼儿教师认为艺术教育的目的是教会孩子唱歌和绘画，没有认识到幼儿艺术教育丰富的内容和深远的影响。教师的艺术表现能力不足，具备基本音乐能力、美术能力的教师比例很低。艺术活动的组织形式比较单一，多为歌唱和绘画，鲜有涉及艺术欣赏活动；艺术活动中教师干预较多，留给幼儿自由发挥的空间不足；艺术评价简单化，多以成人的标准评价幼儿的艺术表现。教师的艺术教育观念和艺术活动组织行为存在冲突。在了解农村幼儿教师艺术素养现状的基础上，从教师、家长、幼儿园和教育主管部门四个方面对影响农村幼儿教师艺术素养发展的因素进行分析。针对农村幼儿教师艺术素养的现状及其影响因素，本研究提出以下几点建议：1. 规范农村幼儿教师培训：制定适合提升农村幼儿教师艺术素养的培训内容，组织以骨干教师为核心的培训形式。2. 建立各级教研网，提高农村幼儿教师教研能力。3. 增强农村幼儿教师的教育核心能力。4. 增加城乡间幼儿教师流动。最后，研究者对本研究中存在的问题进行了反思。

Art is a special method, by which people approach and reflect the world with the emotion and imagination as the characteristic, releases a profound influence on children development. Preschool education is a particular period, in which time the art education could help children to excavate their potential ability, then, shape their personality well, and the comprehensive development reached. The kindergarten teachers’ artistic accomplishment is the crucial element for the quality of the art education, and directly affects the children’s artistic accomplishment. This paper sets Taoli Kindergarten and Mingde Kindergarten as the examples, by which to comprehend the art ability of the rural art teachers. The paper will carry on from three aspects, the art education knowledge, the art expressive ability, and the ability for art activity organization of the rural art teachers.Research indicates that the art knowledge of rural teachers has some limitation, and teachers are lacking of the comprehension towards art; they are also lacking of the understanding of the aesthetic feature of art. Meanwhile, the art education opinion of the teachers is somewhat backward, and most teachers hold the view that teaching responsibility is to carry on the music and painting class. Art teachers who with the basic musical and paint ability only takes little percentage of the whole, and there is a shortage in teachers’ ability of art expression. The organization structural of art activities is simple, art appreciation merely carried on while singing and painting are frequently hold; during the specific activity, teachers’ interposal takes great parts, and leave the children less free time; art evaluation is very simple, and adult evaluation standard got too much involvement in children’s work. The confliction exists between the art education concept and activity organization of the teachers. Based on the understanding of artistic diathesis of rural kindergarten teachers, this paper will analyze from 4 aspects including teachers, parents, kindergartens and education administrators, which influence the development of the teachers’ artistic diathesis. Given from the present situation and influence element, this research makes several proposals:1.regulating the rural kindergarten teachers training, and make suitable training content which could enhance teachers’ artistic diathesis with core teachers organization is the main training form;2.establish the teaching and researching connection through all level, enhancing rural kindergarten teachers’ study ablity;3.improve the core education ability of the rural kindergarten teachers; 4.promote the flow of pre-school teachers between urban and rural areas. At the last, the researcher carries some reflection about the procedure of the study.