本研究以臺灣在職國小教師為對象，探討國民小學教師資訊取得管道，以及對於假消息經驗之反應。研究採用問卷調查法，透過問卷評估國小教師之反應。根據收回之199份問卷調查結果顯示：國小教師對於非限定在教學的一般性資訊來源取用頻率以線上資源居多。教師對教學相關資訊求證謹慎，收到假消息之經驗與日常接觸之訊息有關，七成的國小教師有使用過資訊查核工具。國小教師高度認同假消息會隨著傳播時間的久遠而被誤以為是真的，在面對各類型態的假消息時所產生之負面情緒影響皆偏高，國小教師也高度期待各種假消息之防患。本研究亦依據研究結論提出建議提供假消息防制之參考。

This study explores Taiwan elementary school teachers’ experiences in information acquisition and their reactions to fake information. The research employs a survey method, using questionnaires to assess the responses from school teachers. The research results from 199 valid data indicate that teachers predominantly rely on online resources as their primary source of daily information. Teachers are cautious about verifying teaching-related information. The experiences of receiving misinformation are related to the messages they encounter in their daily lives. Approximately 70% of school teachers have utilized information verification tools. They strongly agree that misinformation is more likely to be mistaken as true for as it spreads over time. Faced with various types of fake information, teachers experience high level of negative emotional impact, and they also have a strong desire for effective strategies to prevent the spread of fake information. Based on researching findings, recommendations are provided.

假消息; 錯誤資訊; 國小教師; 資訊素養; 資訊取得

Fake information, Misinformation, Elementary school teacher, Information literacy, Information-access