本研究主要目的在研發我國大班幼兒媒體素養教育教師教學手冊，以做為未 來實施媒體素養教育課程之參考方向。藉由實際事件的舉例與可試行的教學活動解說，期望幼教老師在讀完教學手冊後，能瞭解幼兒媒體素養教育的意涵與重要性，並且依照個人教學需求進行幼兒媒體素養相關概念的引導活動。 本手冊發展歷程首先整理台灣、英國、美國、澳洲、加拿大國家幼兒階段的 媒體素養學習內涵、訪談幼稚園教師以瞭解幼兒媒體經驗、教師感知媒體素養之現況，再根據文獻與訪談的分析結果撰寫手冊，初稿完成後分別以問卷與訪談的方式針對手冊內容進行專家評鑑，整體發現手冊初稿的設計，尤其是教學活動範例的部分，皆較適用於已經具備或熟稔媒體素養知能的幼教老師，對一般不具備傳播教育背景與未曾涉獵相關概念的老師來說使用性較低，最後根據修改建議完成修訂版手冊內容，主要以現場問題為導向，來說明與媒體素養可以連結的部分與可參考的活動及提問方式，涵蓋「閱聽人」、「媒體再現」與「媒體文本」三個面向的學習活動，此外更強調的是讓教師明瞭遇到哪些機會點可以進行媒體素養教育與需掌握的要領（詳見第四章第四節）。 在手冊研發歷程中同時探討幼稚園教師感知幼兒使用媒體的情況、師生一同 使用媒體的狀況、幼師對媒體素養理解狀況與態度。結果發現教師即使進行的教學內容有部分會談論到與媒體內容有關的議題，也鮮少涉及媒體素養的核心概念與面向，再則是如果要針對媒體訊息內容討論必是與原先課程主題極為相關，或是此訊息對幼兒產生不當的影響需要進行全班性的解說與勸導。而雖然教師多贊成可以在幼稚園進行媒體素養教學，但是包括教師本身的認知與態度、幼兒的能力與發展，還有家庭的配合都是需詳加考量的部分。 最後根據本研究所探討的內容、研究結論與限制，提出研究建議，以供教育 行政機關、媒體素養推動機構、師資培育機構、幼稚園與教師、家長及未來相關研究之參考。 / This research aims to develop a handbook for teaching media literacy in preschool. By using examples of real events and feasible teaching activities, we hope teachers could realize the importance of media literacy education for children and conduct media literacy activities on their own demands. This handbook was developed through the following process. First of all, we compared the content of media literacy learning in preschool of five countries, including Taiwan, UK, United States, Australia and Canada. Besides, we interviewed several kindergarten teachers to learn media usage of children and the perception of teachers regarding media literacy. Then we used the literature review and result of interviews to compose the handbook. Furthermore, the draft of handbook were evaluated by professionals. According to the evaluation, we found the handbook might be more useful for teachers with some knowledge of media literacy, and not for those without background knowledge of communication or media literacy. Therefore, the handbook was revised and re-designed by questions to explain the link between media literacy and relevant activities. These activities consist of three main parts, audience, media representation and media texts, with the emphasis on some good opportunities for media literacy education and the skills necessary for teaching media literacy. We also explored how children use media alone or with the teachers through the perception of kindergarten teachers, and the understanding of media literacy and attitudes of these teachers. As a result, we found these teachers may mention media related issues in their teaching, but seldom refer to the core concept of media literacy. In addition, only when the media messages are closely related to the original courses subjects or they may have some bad influences on children will these teachers use them. Moreover, although most teachers agree that media literacy could be contained in kindergarten education, there are still some concerns related to the attitudes and cognition of teachers, the ability and development of children and the support of family. Finally, based on the result of this research, we provided some suggestions for further research on media literacy education. We hope this could be useful for education administrations, institutions of media literacy education, teacher training institutions,kindergarten teachers, and parents.