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Title: 幼兒職前教師對幼兒數位學習態度之研究
Authors: 陳儒晰
Issue Date: May-2008
Publisher: 國立台灣師範大學工業教育學系
Department of Industrial Education, NTNU
Abstract: 本研究以幼兒職前教師對於幼兒數位學習態度進行調查,以Y技術學院幼兒保育系學生為例,探討不同個人背景變項對於幼兒數位學習態度之差異情形。研究者自編「幼兒數位學習態度量表」問卷,包括「幼兒數位學習價值」、「個人資訊素養」、「園所行政階層態度」、「園所行政階層因應」、「幼兒保育系因應」與「未來就業影響」等6個層面,針對樣本學生的幼兒數位學習態度偏好進行問卷調查,回收有效問卷576份。統計結果顯示,學生在「幼兒數位學習態度量表」的「幼兒數位學習價值」與「園所行政階層態度」等層面之得分較高,表示學生認同幼兒數位學習的教學價值。學生在「幼兒數位學習態度量表」的「個人資訊素養」層面之得分最低,且因為不同年齡、年級、高中職畢業背景、家庭經濟狀況、自我資訊能力認知、每週上網時數,以及修習相關學分等變項之不同而有顯著差異;意即其會因為接觸資訊科技的機會多寡、自我資訊能力認知,以及是否修習相關幼兒數位學習科目等因素,影響此層面的態度表現,此亦可由8位學生的訪談資料加以證實。最後,研究者針對研究發現進行討論並提出未來研究之參考。
This study explored the different individual variables on students’ attitudes toward young children’s e-learning in the department of child care and education. A Young Children’s E-learning Attitude Survey (YCEAS) was developed. The YCEAS consisted of six factors, including young children’s e-learning importance, personal information literacy, kindergarten administrators’ attitudes, kindergarten administrators’ practices, the practices of department of child care and education, and impact of future employment. By using questionnaire survey, this study gathered the responses of 576 from Y college to analyze their preferences toward young children’s e-learning. According the results, on the six scales of YCEAS, students scored higher on the young children’s value scale and the kindergarten administrators’ attitudes scale. These results implied that most students acknowledged the instructional value of young children’s e-learning. Students scored lowest on the personal information literacy scale. In addition, their scores revealed significant differences among age, grade, graduated background, family economy background, self reported cognition of information abilities, on-line hours per week, and majoring courses on the personal information literacy scale. These results indicated students with the different individual experiences, such as accessing information technology, self reporting the ability of employing information technology, and majoring the course about applied information technology into young children’s instruction, could influences their scores on the scales of YCEAS. Some follow-up interviews also conducted with selected students and the implications derived form this study were discussed.
Other Identifiers: F3BC1B16-15E6-2720-CA4F-3DDB37F6B3A6
Appears in Collections:技術及職業教育學報

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