資訊科技融入幼兒學習活動的教學互動、同儕學習與專業認知之探究

The Exploration of the Issues about Pedagogical Interaction, Peer Learning, and Professional Cognition in the Context of Information Technology Integrated into Learning Activities for Young Children

陳儒晰(Ru-Si Chen)

《教學科技與媒體》 101期 (2012/09) Pp. 2-22

摘要

本研究運用訪談與觀察法，探究資訊科技融入幼兒學習活動的教學議題；研究者以北部地區3 所幼兒園與14位幼兒教師及其班級為研究對象，蒐集與分析幼兒教師和幼兒的教學互動、幼兒同儕學習關係，以及幼兒教師的專業認知等資訊，並以教育社會學論述思考為分析和辯證的基礎。研究結果指出幼兒教師在資訊科技融入幼兒學習活動的師生互動作為，表現出操作者、示範者、支持者、設計者與應用者等角色定位，並關心幼兒的學習主體意識，支持幼兒同儕建立正向的社會合作行為；幼兒教師亦透過以資訊科技為中介的網路連結從事社群互動作為，彰顯自我專業發聲和教學意識之價值，實踐幼教專業革新的創新轉化行動。最後，研究者提出若干思考以為幼兒教師與相關單位建構幼教場域的資訊科技教學應用和實踐之選擇參照。

關鍵字

資訊科技 ； 幼兒 ； 教學互動 ； 同儕學習 ； 專業認知

並列摘要

In this study, the researcher used interview and observation data to explore the pedagogical issues about information technology integrated into learning activities for young children. The sample consisted of 3 kindergartens and 14 teachers with their classrooms in northern Taiwan. Based on the dialectical discussions form sociology of education, this study analyzed the pedagogical interactions between teachers and young children, young children's peer learning relationships, and teachers' professional cognitions. The results indicated that the teachers played the important roles in the field about information technology integrated into learning activities, such as operators, modelers, supporters, designers and applicators. Teachers concerned young children' consciousness of learning subjectivity, and supported them to develop positive social cooperation and peer behaviors. Teachers engaged the community interactions by the networking connections, highlighted the values of self professional voicing and pedagogical awareness to implement the innovative transformation in early childhood professional development. Finally, the researcher considered the results and provided the practical alternatives for early childhood teachers and related authorities to construct the practical praxis of information technology integrated into early childhood education.

並列關鍵字

Information technology ； Young children ； Pedagogical interaction ； Peer learning ； Professional cognition

參考文獻

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