本研究主要探究曾參與媒體素養研習之國小教師實施媒體素養教育之方式、遭遇困難以及因應態度。研究以郵寄問卷方式調查曾參與媒體識讀教育基金會及富邦文教基金會媒體素養研習之772 位國小教師，有效問卷共202 份。研究結果發現：曾參與研習之國小教師最常利用導師時間以及彈性課程時間實施媒體素養教育；其認為綜合領域以及語文領域最適合進行媒體素養融入教學；但其在媒體素養教育的教學投入程度仍顯不足，亦感受實施困難，但大多願意以積極態度因應。研究亦發現，不同性別、年齡、任教年級及研習次數的國小教師在實施媒體素養教育方式上有顯著差異；不同職務、任教年級、任教地區的研習教師在實施媒體素養教育時所遭遇困難程度有顯著差異；不同性別、教育背景及研習次數的教師因應困難的態度有顯著差異；且其在實施媒體素養教學投入程度與因應態度呈正相關，即越認真實施媒體素養教學，在面臨困難時的因應態度也越正面積極；在教學投入程度與困難感受程度、困難感受程度與因應態度則呈負相關，即越認真實施媒體素養教學，所感受到的困難程度相對較低；且實施媒體素養教學時所感受的困難程度越高，解決難題的因應態度就越不積極。

This study aimed to investigate the current implementation of media literacy education by surveying the teachers who has been trained for implementing media literacy in elementary schools. The study seeks to understand how media literacy education is provided, what kinds of difficulties are encountered, and how teachers react to the difficulties. The research findings include: 1. Elementary school teachers trained in media literacy usually offer media literacy education during homeroom teacher's time and flexible course hours. They consider general studies and literacy courses to be most suitable for introducing media literacy. 2. Elementary school teachers trained in media literacy were obviously insufficiently involved in the teaching of media literacy education. Despite difficulties in implementation, they still hold a positive attitude towards media literacy education. 3. There is a significant difference in gender, age, class grades, number of workshops participated, and experiences of the trained teachers on these teachers' implementation of media literacy education. 4. There is a significant difference in the position of the teacher, grade level taught, subject taught on the difficulties teachers encountered during the implementation of media literacy education 5. The trained teachers of different genders, ages, class grades, number of workshops participated, and experiences present significant differences in their attitude toward difficulties encountered during the implementation of media literacy education. 6. The involvement in teaching media literacy has moderately positive correlation with teachers' attitude toward difficulties in implementing media literacy. However, teaching involvement and level of difficulties, level of difficulties and attitude toward difficulties are negatively correlated to a low level.