摘要
由於國內的疫情防控級別升級，教育部在 2021 年 5 月 18 日宣佈，全國各級公私立學校和幼兒園停止到校或到園上課，並在同月 25 日延長了這一措施至 6 月 14 日。相對於 2020 年 2 月採取「延長寒假、縮短暑假」的做法，這一次選擇了線上教學，並列為正式課程，不再安排暑期補課。同時，公私立社教機構大幅降低了服務規模，各縣市公園體健和娛樂設施也陸續停止開放使用，這使我們不得不正視防疫措施對學生學習、成長所產生的長期影響。
疫情時代線上到線下的過渡及後疫情時代線上與線下的融合，促使幼兒園教師角色
發生變化，教師需要將面對面的教學活動變為線上指導，在與幼兒互動的同時增強與家長的互動。隨著後疫情時代的到來，教育環境和教育物件的轉變也將會不斷整合、創新。
面對新的挑戰，幼兒園教師需要打破傳統，提升專業力量，適應疫情新常態環境。
教師表現的好壞對學生學習成果有重要的影響。教師的授課方式和教學資源的使用
對學生的學習成果有顯著的影響。好的教師會使用多樣化的教學策略和資源，讓學生更容易理解和吸收知識，進而提高學生的學習成果。另外，好的教師能夠提高學生的學習動機和自信心，讓學生更積極地參與學習活動，並對學習產生更積極的態度。而教師的態度和表現也會對學生的學習態度和價值觀產生影響，因此教師表現的好壞對學生的全面發展和成長都有很大的影響。
疫情下的教育轉變，從錯愕到抱怨，從抱怨到接受，從接受到同心協力，幼兒園園
方、教師、家長三方對於疫情之下的幼兒教育策略功不可沒，其中在停課的政策發布當下，家長的反彈聲浪肯定不小，在如此急迫的情況下，孩子的臨時托育確實是十分棘手的難題。

本研究以多重研究方法進行，其中包含了文獻分析法和問卷調查法，其中問卷調查
法以「教師面對遠距教學之態度與教學創新表現調查問卷」為研究工具，問卷內容包含「個人基本資料」、「緊急遠距教學之態度量表」及「教學創新表現量表」三個部份，其針對 60 名幼兒園教保人員於疫情時代下之相關聯影響進行問卷蒐集。
於研究結果方面，本研究得到疫情時代下幼兒教師遠距教學態度、幼兒教師教學創
新表現以及疫情時代下幼兒教師角色改變相關量化資料。雖然此時此刻，疫情已逐漸降溫，但本研究深深的希望各位教育工作者可以秉持著相互團結對抗疫情、親師齊力協助孩子發展讓其學習永遠不停歇。

Abstract
Due to the escalation of domestic epidemic prevention and control levels, the Ministry of Education announced on May 18, 2021 that public and private schools and kindergartens at all levels across the country will stop attending schools or attending classes in kindergartens, and this measure was extended to June 14 on the 25th of the same month. day. Compared with the practice of "extending the winter vacation and shortening the summer vacation" in February 2020, this time I chose online teaching and listed it as a formal course, and no summer supplementary courses will be arranged. At the same time, public and private social education institutions have significantly reduced the scale of their services, and parks and recreational facilities in counties and cities have also gradually ceased to be open for use. This makes us have to face up to the long-term impact of epidemic prevention measures on students' learning and growth.
The transition from online to offline in the epidemic era and the integration of online and offline in the post-epidemic era have prompted changes in the role of kindergarten teachers. Teachers need to change face-to-face teaching activities into online guidance, and enhance interaction with parents while interacting with children. With the advent of the post-epidemic era, changes in the educational environment and educational objects will continue to integrate and innovate. In the face of new challenges, kindergarten teachers need to break the tradition, improve their professional strength, and adapt to the new normal environment of the epidemic.
The quality of teacher performance has a significant impact on student learning outcomes. The way teachers teach and use instructional resources has a significant impact on student learning outcomes. Good teachers will use a variety of teaching strategies and resources to make it easier for students to understand and absorb knowledge, thereby improving student learning outcomes. In addition, good teachers can improve students' learning motivation and self-confidence, make students more actively participate in learning activities, and develop a more positive attitude towards learning. The attitude and performance of teachers will also have an impact on students' learning attitudes and values, so the performance of teachers has a great impact on the overall development and growth of students.
The transformation of education under the epidemic, from astonishment to complaints, from complaints to acceptance, from acceptance to concerted efforts, kindergartens, teachers, and parents have contributed a lot to the early childhood education strategies under the epidemic. Among them, when the policy of class suspension was announced, The backlash from parents is definitely not small. Under such an urgent situation, temporary childcare for children is indeed a very difficult problem.
This study is carried out with multiple research methods, including literature analysis and questionnaire survey. The questionnaire survey uses the "Questionnaire on Teachers' Attitudes to Distance Teaching and Teaching Innovation Performance" as a research tool. Information", "Attitude Scale for Emergency Distance Teaching" and "Teaching Innovation Performance Scale", which collected questionnaires for 60 kindergarten teaching and security personnel in the era of the epidemic.
In terms of research results, this study obtained quantitative data related to the distance teaching attitude of preschool teachers in the epidemic era, the teaching innovation performance of preschool teachers, and the role changes of preschool teachers in the epidemic era. Although the epidemic has gradually cooled down at this moment, this study deeply hopes that all educators can uphold mutual solidarity to fight the epidemic, and help children develop together so that their learning will never stop.

目錄......vii
摘要.........i
Abstract ... iii
誌謝詞.....v
目錄.....vii
圖目錄......x
表目錄.......... xiii
第壹章 緒論........1
第一節 研究背景與動機......1
(一) 研究背景........1
(二) 研究動機...........2
第二節 研究目的...........4
第三節 研究範圍與限制........5
(一) 研究範圍............5
(二) 研究限制...........5
第四節 研究架構...........6
第貳章 文獻探討..............7
第一節 教師角色...........7
第二節 教師表現.............11
第三節 疫情之下幼兒園策略分析............14
第四節 幼兒教師特點及疫情時代下之角色變化........19
第參章 研究方法...23
第一節 研究方法與步驟.......23
(一) 研究方法.......23
(二) 資料來源.......25
第二節 研究工具.......26
第三節 研究對象.....................27
第肆章 研究結果...............40
第一節 敘述統計................40
(一) 教學信念..............40
(二) 內在動機...............62
(三) 網路知能...............77
(四) 創新表現..........90
第二節 信度分析................106
第三節 因素分析.................111
第四節 小結.........................114
第伍章 結論與建議...................115
第一節 研究結論.................116

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