| 摘要: | 本研究旨在了解臺北縣公立幼稚園教師知識管理知能之現況，其次是分析公立幼稚園教師不同個人背景變項與學校環境變項在知識管理知能上之差異情形。
本研究係採用問卷調查法，由研究者自編之「公立幼稚園教師知識管理知能現況調查問卷」，對台北縣公立幼稚園教師進行研究，發出問卷782份，回收有效問卷552份，回收率為71﹪。回收資料則以平均數、百分比、t考驗、單因子變異數分析、薛費事後比較等統計方式進行分析。根據研究調查歸納出以下幾點結論：
一、公立幼稚園教師知識管理知能現況為中上程度，在「知識取
得」層面的平均得分較高，「知識分享」層面的平均得分較
低。
二、臺北縣公立幼稚園教師之角色任務同質性高，故在整體知識管
理知能上，不因個人背景變項及環境變項而有差異。
三、在不同個人背景變項考驗分析下，公立幼稚園教師知識管理知
能之「知識分享」、「知識儲存」、「知識應用」、「知識創
新」四個層面有顯著差異，唯有「知識取得」層面無差異。
四、在不同環境變項考驗分析下，班級數較少之園所教師在知識管
理知能之「知識分享」與「知識創新」層面表現較佳。
依據上述結論，本研究提出下列建議
一、對教育行政機關之建議：
(一)辦理知識管理知能之相關研習，落實考核教師研習時數之管理
機制。
(二)善用資深教師經驗，建立資深教師輔導制度。
(三)以租賃方式管理學校資訊設備，以利教師學習資訊相關技能並
實際運用於教學實務中。
(四)辦理相關之「行動研究」課程，並鼓勵教師積極參與行動研
究。
(五)鼓勵研發創新的獎勵機制。
(六)固定編列相關經費預算，維持九大區輪流評鑑之模式。
二、對教師之建議：
(一)參與知識管理知能之相關研習或學術研討會，增進知識管理知
能。
(二)主動參加電腦相關研習，提昇資訊素養能力。
(三)定時召開教學、園務會議，塑造優質的知識分享文化。
(四)積極從事教學創新，積極求新求變。
(五)舉辦讀書會性質之團體，和同事一起學習與成長。
三、對未來研究之建議：
(一)在研究變項方面，建議擴大更多變項。
(二)在研究對象方面，建議擴大不同縣市區域。
(三)在研究方法方面，建議採用質量並行的方式。
關鍵字：幼稚園教師、知識管理知能
The main purpose of this study is to unveil the status quo of public kindergarten school teachers’ competence for knowledge management. The second purpose is to analyze how, when judged by personal backgrounds and school environments, they differ in competence for knowledge management.
The methodology settles on questionnaire, the researcher herself constructed a questionnaire called “Investigation on Public Kindergarten Teachers’ Competence for Knowledge Management “. The target subjects are public kindergarten school teachers in Taipei County. The researcher spreads out 782 copies of questionnaires , with a return of 552 valid copies, the return rate is 71％. All collected data is processed with mean, percentage, t-test, and one-way ANOVA. According to the statistical figures, several findings are presented as followed:
1. The state of public kindergarten school teachers’ manipulation of competence for knowledge management is above average, with higher scores in “knowledge acquisition” and lower scores in “knowledge sharing”.
2. The tasks of public kindergarten school teachers share high homogeneity. Hence, there isn’t any difference related to personal backgrounds and environments.
3. Analyzed under the parameter of personal background, public kindergarten school teachers, when taking into consideration their competence for knowledge management, differ significantly in “knowledge sharing”, “knowledge storage”, “knowledge application” and “knowledge innovation”. However, they share no difference in “knowledge acquisition”.
4. Environment variables show that kindergarten school teachers of smaller class-size have better performance in “knowledge sharing” and “knowledge innovation”.
According to the findings listed above, the researcher would like to present the following suggestions:
1. Suggestions for educational administration establishments:
（1） The educational administration establishments should arrange seminars and programs focusing primarily on teachers’ competence for knowledge management, and place teachers’ training hours under supervision.
（2） The educational administration establishments should make good use of veteran teachers’ experiences, and set up a consultation system with help from experienced kindergarten teachers.
（3） The educational administration establishments should manage schools’ information facilities by leasing, so that school teachers can acquire information-related literacy, and put these skills into daily teaching.
（4） The educational administration establishments should set up action research-related courses, and should encourage teachers to partake in action researches positively.
（5） The educational administration establishments should construct a rewarding mechanism to encourage innovations and researches from teachers.
（6） The educational administration establishments should allocate related budgets on a regular basis, so that they can maintain the pattern that 9 areas in Taipei County could take turns to supervise teachers’ competence for knowledge management.
2. Suggestions for kindergarten teachers:
（1） Kindergarten teachers should sharpen their competence for knowledge management by joining knowledge management-related seminars and programs.
（2） Kindergarten teachers should take part in computer-related seminars, and upgrade their competence for information literacy.
（3） Kindergarten teachers should, on a regular basis, hold meetings for both teaching and school affairs, and construct an excellent knowledge-sharing culture.
（4） Kindergarten teachers should engage in curricular innovations passionately.
（5） Kindergarten teachers should hold clubs such as study groups, so that colleagues could inspire each other.
3. Suggestions for future studies:
（1） The following researchers could place more variables into future studies.
（2） The following researchers could include more subjects in different cities.
（3） The following researchers could apply a methodology that is both quantitative and qualitative. |
