幼教老師的資訊行為-以蒙特梭利教育體系為例

Abstract

學前教育對於塑造個人性格、社交技能和學習態度至關重要。幼教老師在這其中扮演著核心角色，直接影響幼兒的成長與發展。隨著社會進步和家庭價值觀的變遷，家長不再僅僅期望學前教育提供基本生活技能的培養，更重視幼兒的全面發展。因此，幼兒園呈現出多樣化的教學模式，滿足不同的需求。在蒙特梭利教育中，環境與教師是關鍵要素，教師需要接受專業培訓，熟悉教育理念、課程設計和教具使用。然而，將理論靈活運用於實際教學中並不容易。因此，本研究藉由探討蒙特梭利幼教老師的資訊需求和行為，以幫助他們更有效地應對教學挑戰，提升教學品質。本研究以台北市、新北市、桃園市等地區八間蒙特梭利幼兒園為例，透過深度訪談法探討蒙特梭利幼教老師的資訊需求與資訊行為，總共訪談了 8 位幼教老師。研究結果發現，蒙特梭利幼教老師的資訊需求主要集中在專業能力的提升，例如環境布置、教具示範、教學技巧、親師溝通和同事合作等，這些元素直接影響到教學效果和學習環境的品質；其次，蒙特梭利幼教老師的資訊尋求管道因資訊類型而有所差異，並重視資訊提供者的相關背景經歷，在進行資訊尋求、篩選、評估與利用時，更偏好選擇紙本資料及依賴人脈網絡，雖然網際網路並非他們尋找資訊時的首要選擇，但仍會參考其他網路使用者的回饋；而在尋求過程中遭遇的困難主要是單一資訊無法解決需求以及多數資訊管道需仰賴人脈網絡，處理方式則有參加在職師資培訓課程提升專業能力，並透過參與講座、工作坊、加入相關社群平台等方式擴展自身人脈。最後針對培訓機構、幼兒園所與有志成為蒙氏教師者分別提出實務與未來研究建議。Early childhood education plays a crucial role in shaping an individual's character, social skills, and learning attitudes. Preschool teachers are central to this process, directly influencing the growth and development of young children. With societal progress and shifts in family values, parents now expect early childhood education to provide more than just basic life skills, emphasizing comprehensive development. Consequently, preschools have adopted diverse teaching models to meet various needs. In Montessori education, the environment and teachers are key elements. Teachers must undergo professional training to understand educational principles, curriculum design, and the use of teaching aids. However, applying theory flexibly in actual teaching can be challenging. Therefore, this study explores the information needs and behaviors of Montessori preschool teachers to help them more effectively address teaching challenges and improve teaching quality.This research focuses on eight Montessori preschools in Taipei City, New Taipei City, and Taoyuan City, using in-depth interviews to investigate the information needs and behaviors of Montessori preschool teachers. A total of eight teachers were interviewed. The findings reveal that Montessori preschool teachers' information needs primarily revolve around enhancing their professional abilities, such as environmental arrangement, teaching aid demonstrations, teaching techniques, parent-teacher communication, and colleague collaboration. These elements directly impact teaching effectiveness and the quality of the learning environment. Additionally, Montessori preschool teachers' information-seeking channels vary depending on the type of information and they place significant importance on the backgroundand experience of the information provider. When seeking, filtering, evaluating, and utilizing information, they prefer printed materials and rely on personal networks. Although the internet is not their primary source of information, they still consider feedback from other internet users. The main difficulties encountered during the information-seeking process are that a single piece of information often cannot meet their needs, and most information channels rely on personal networks. To address these challenges, they participate in in-service teacher training courses to enhance professional skills, attend lectures and workshops, and join relevant community platforms to expand their personal networks. Finally, practical and future research recommendations are provided for training institutions, preschools, and those aspiring to become Montessori teachers.