[[alternative]]Virtual Teaching Mode Innovation for Early Childhood Education in Response to COVID-19

[[abstract]] 新冠肺炎(COVID-19)自爆發以來，傳播快速且陸續演化出多種變種病毒，使得疫情複雜。為了防止疫情擴散，許多國家或城市採封城限制人民外出，期望能降低染疫風險。 為因應COVID-19疫情達三級警戒，台灣各級學校及公私立幼兒園採取停止到校上課，安親班、才藝班等亦同時配合停課。因應停課，遠距教學(distance learning)倉促實施，親師生三方皆感到諸多的壓力及不便。6歲以下幼兒族群，尚未能施打疫苗，在缺少疫苗的保護下，染疫風險高出其他族群許多。因此，本研究將探討幼兒遠距教學的問題，進行針對幼兒而設計的虛擬遠距教學模式的創新。 本研究採用專家訪談方式，了解教保服務人員及學齡前幼兒之家長在因疫情停課期間所遭遇的困境，將訪談的資料進行分析後，以分析結果作為參考依據，進行虛擬遠距創新教學模式的設計，最後以問卷了解教保服務人員及學齡前幼兒之家長，對於電子科技產品基礎認知能力、親師教育概況、及本研究所提之虛擬遠距創新教學模式的接受度。本研究問卷分析之方法採用獨立樣本T檢定及單因子變異數分析(ANOVA)。主要研究結果如下：一、電子科技產品基礎認知會因性別、年齡、教育程度、及居住地區而有差異。二、親師教育概況會因性別、婚姻狀況、及子女是否正在就讀幼兒園而有差異。三、虛擬遠距創新教學模式，會因性別、及子女是否正在就讀幼兒園而有差異。[[abstract]] Since the outbreak of COVID-19, the epidemic has spread rapidly and evolved into a variety of mutant viruses, which has made the situation complicated. To prevent the spreading of the epidemic, many countries or cities ordered lockdowns with the expectation of reducing the risk of infection. In response to Level 3 COVID-19 alert, schools at all public and private kindergartens in Taiwan have suspended classes, tutorial classes, and art classes. Due to class suspension, distance learning is being hastily implemented, which has caused great pressure and inconvenience to parents, teachers, and students. Children under 6 years old are not vaccinated, and therefore they are facing a higher risk of infection than other groups. To this end, this study discussed the problem of distance learningfor children and designed an innovative virtual distance learning model for children. Through expert interviews, this study learned about the difficulties of education service personnel and parents of preschool children during the suspension of classes in response to the epidemic. After an analysis of the interview data and according to the results, this study designed an innovative virtual distance learning mode. It then carried out a questionnaire survey to learn about the basic abilities of education service personnel and parents of preschool children to know electronic products, the teacher-parent education, and acceptance of the innovative virtual distance learning mode proposed herein. This study employed the independent samples t-test and ANOVAas the methods to analyze the questionnaires. The research results are described as follows.(1) Electronic products vary by gender, age, educational level, and region.(2) Teacher-parent education varies by gender, marital status, and whether parents have children who are currently enrolled in kindergarten.(3) Acceptance of the innovative virtual distance learning mode varies by gender and whether parents have children who are currently enrolled in kindergarten