幼兒園教師資訊素養之探究

The Exploration of Teachers' Information Literacy in Kindergarten

陳儒晰(Ru-Si Chen) ； 黃金花(Chin-Hua Huang)

《兒童與教育研究》 3期 (2007/08) Pp. 35-61

摘要

近幾年來，資訊科技在台灣幼兒園吹起一股旋風，一方面形塑教師課堂教學活動的新模式與內容，另一方面也開啟幼兒新的學習機會與發展進程。由於台灣幼兒園教師目前在各級各類教育階段的教師培訓要求之程度不高，人事組成幾乎清一色為女性；且幼兒園的教學活動設計聚焦在幼兒生理與心理發展需求，強調實際的行為互動與遊戲教學，幼兒園教師未能重視資訊科技帶給幼教專業素養的優勢。幼兒園教師成為資訊科技的工具使用者，無法體認資訊素養帶來的全方位思考、發展與賦權優勢。因此，本文以幼兒園教師的資訊素養能力為分析主軸，運用文獻分析、理論探究與訪談來思考其如何近用與使用資訊科技以為教育專業發展的利器，並在其參與資訊社會的教育行動中，思索出教學、生活與社會互動之接合，以提升其專業發展。最後，本研究提出三項建議以為超越工具定位的資訊素養之實踐策略，包括開啟並增進幼兒園教師資訊近用的機會、增進幼兒園教師資訊科技融入教學活動的知能與態度，以及彰顯幼兒園教師的主體性以提升參與資訊社會的能動性等。

關鍵字

幼兒園 ； 教師 ； 資訊素養

並列摘要

In modern time, information technology becomes to be an important issue of early childhood educational research in Taiwan. Information technology provided the new models and contents in classroom teaching, and opens the new opportunities and developments for young children's learning. Therefore, Information literacy should be one of the most important pedagogical skills for kindergarten teachers in Taiwan. According to the lower demanding of educational professional trainings and locating in the female-dominated working environment, kindergarten teachers seldom employed information technology to improve their educational professions. The instructional designs in kindergarten focused on the young children's physical and mental development, real human behaviors and playful teaching. So they did not place importance on the value of information literacy and information technology integrated into instruction. They were only the technical users of information technology, rarely considering the advantages and performance about thinking, developing, and empowering on the configuration of information literacy. This study focused on the teachers' information literacy in kindergarten, thinking about the access and use on information technology as the practical tool of educational profession by literary analysis, theory exploration and interviews. We dialectically analyzed the articulation of education, social lives, and social interaction to help kindergarten teachers improve their professional development. Finally, this study proposed three actions based on the analysis about information literacy to get beyond the instrumental limitation, such as opening and advancing the opportunities on accessing information technology of kindergarten teachers, improving their knowledge and attitudes toward integrated information technology into instruction, and empowering their subjectivity and agency in information society.

並列關鍵字

kindergarten ； teacher ； information literacy