在資訊時代，運用資訊融入教學是教師面臨的新興教學型態與新考驗，善加運用資訊科技成為教師重要的能力之一，教師擁有完善的資訊素養，是很重要的關鍵。 研究指出，目前幼稚園教師的資訊素養已經達到一定的程度，且時常運用資訊來進行教學前的準備。既然幼稚園教師在資訊素養方面已有了一定的程度，也大多在教學前使用資訊進行相關的教學準備，那教師的資訊素養與其教學效能之間是否有所關聯？在相關的研究中顯示，教師資訊素養與教學效能之間有著密切關聯，亦即教師資訊素養愈高，其教學效能愈佳。但此類研究皆以國中小學教師為樣本，在我國的幼稚園階段，鮮少有資訊素養與教學效能關係的研究。本研究旨在探討幼稚園教師資訊素養與其教學效能的相關情形，以作為教育與研究之參考。 本研究之研究對象為台北市公立幼稚園教師，共發放218份問卷，回收之有效問卷為為156份，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛費事後多重比較法、皮爾遜積差相關、多元迴歸等統計方法，進行資料處理分析，獲致下列結論： 一、現階段幼稚園教師資訊素養屬中上程度。 二、現階段幼稚園教師教學效能屬中上程度。 三、不同個人變項與環境變項在幼稚園教師資訊素養上有顯著差異。 四、不同個人變項與環境變項在幼稚園教師教學效能上有不同差異情形。 五、資訊素養較好的幼稚園教師在教學效能上的表現較佳。 六、幼稚園教師資訊素養對教學效能有預測作用。 In the digital age, integrating information technology into instruction has become a new teaching strategy. In order to use information technology effectively, teachers must have competency of information literacy. Researches indicate that kindergarten teachers not only have reached a certain degree of information literacy, but also use information to prepare their teaching. Now that kindergarten teachers have reached a certain degree of information literacy and use information to prepare their teaching, we want to know the relation between information literacy and teaching effectiveness of kindergarten teachers. Several recent studies indicate that when teachers have higher information literacy, they have better teaching effectiveness. However, the samples of these studies are elementary school and high school teachers. There is little study indicate the relation between information literacy and teaching effectiveness of kindergarten teachers. The purpose of this study is to discuss the relation between information literacy and teaching effectiveness of kindergarten teachers. The samples of this study are 156 teachers of Kindergarten in Taipei. The results are analyzed by means, standard deviations, t-test, one-way ANOVA, Pearson’s product-moment correlation, Scheffé method and multiple stepwise regression analysis. The results are as follows: 1. The Kindergarten teachers have above average scores on information literacy. 2. The Kindergarten teachers have above average scores on teaching effectiveness. 3. The Kindergarten teachers with different background and environment factors have significant differences on information literacy. 4. The Kindergarten teachers with different background and environment factors have different differences on teaching effectiveness. 5. The higher the teacher’s information literacy, the better the teacher’s teaching effectiveness. 6. Information literacy of kindergarten teachers can make the prediction of teaching effectiveness.
