隨著資訊科技的快速發展,幼兒在日常生活中,有越來越多的機會可以接觸資訊科技設備,例如電腦、多媒體播放器、智慧型手機、數位相機等,坊間幼教出版業者也紛紛針對幼兒園課程,提供電子書、互動式光碟等教材。對幼兒來說,資訊科技不再只是工具,也是與世界接軌的管道,快速獲取新知識的最佳方式。另外在幼兒發展過程中,幼兒遊戲對認知、動作及社會等發展也有重要影響。 因此本研究以質性研究方法,訪談十五位幼兒園教師,探究幼兒園教師對於幼兒使用資訊科技及遊戲的觀點,分析幼兒資訊科技與幼兒遊戲兩者之間是否有其異同之處,以下為研究結果: 一、幼兒園教師對於遊戲之觀點為支持且扮演多重角色。 二、幼兒園教師對於幼兒使用資訊科技之觀點較分歧。 三、幼兒園教師認為幼兒遊戲與使用資訊科技都是因為好奇而探索。 最後研究者依據研究結論提出相關建議,提供幼兒園教師、教育行政機關以及未來相關研究參考。
With the rapid development of information technology, there are more and more opportunities for young children in their daily lives to expose to information technology equipment, such as computers, media players, smart phones, digital cameras, etc. For the early childhood curriculum, early childhood education publication businesses also release teaching materials, such as e-books, interactive CD-ROMs, etc. For young children, information technology is no longer only a tool but also the path converging toward the world as well as the best way to quickly acquire new knowledge. In addition, in the process of child development, children play have a major impact on development such as cognition, action and socialization. Therefore, this study uses the qualitative research method, interviewing fifteen early childhood teachers to explore early childhood teachers’ perspectives for the use of information technology and play of young children and analyze if there are similarities and differences between information technology and play of young children. Research results are as follows: 1.The perspectives of early childhood teachers support games of young children and regard them as multiple roles. 2.There is difference in the perspectives of early childhood teachers for young children’s uses of information technology. 3.Early childhood teachers think that young children play and use information technology out of curiosity.
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