幼教人員對幼兒數位學習活動的社會批判與教學轉化

The Early Childhood Educators’ Social Critique and Instructional Transformation on the Digital Learning Activities for Young Children

本研究探究幼教人員從社會批判角度對幼兒數位學習活動的思考，轉化幼兒參與數位學習活動所面對的社會偏見或刻板印象，並據以建構與實踐教學策略。研究者透過觀察與訪談來分析幼教人員和幼兒在數位學習脈絡中的實務作為。本研究運用觀察呈現幼兒數位學習活動的資訊社會不平等學習事實，並結合訪談探討幼教人員對數位學習活動的批判思考與教學轉化等議題之想法。研究結果指出，幼教人員對幼兒數位學習活動具有基本的社會批判分析基礎，嘗試以幼教人員與幼兒為主體，省思其在數位學習活動的內容習得和社會批判之教學轉化實踐的可能性，此作為有助於幼教人員增進對幼兒數位學習活動的資訊素養、教學省思與專業實踐。最後，研究者根據研究結果進行討論，提供學術社群與幼教相關單位建構幼兒數位學習專業論述和行動革新策略之參照。

This study explored early childhood educators’ perceptions about digital learning content for young children from the viewpoint of social critique. The researchers analyzed the practices of early childhood educators and young children in digital learning activities, and focused on the practical instructional strategies about the transformations of social bias and stereotype in digital learning activities. The observations presented the instructional information of digital learning activities and learning facts of social inequity for young children. The interviews focused on the early childhood educators’ realistic thoughts from the approaches of social critique and instructional transformations in digital learning content. The results indicated the early childhood educators had the fundamental analysis through social inequality of digital learning activities, revealing the subjectivity of early childhood educators and young children, and described their practices in the digital learning activities with the basis of social critical thoughts and instructional transformations. Finally, the researchers discussed the results from this study, and provided the academic community and the relevant early childhood education units constructing the reference of study and practices of professional discourse and practical innovation strategies in digital learning for young children.