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家長參與學校教育:理由、實務、及改進途徑

Parental Involvement in School Education: Rationales, Practical Issues, and Strategies for Improvement

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摘要


本文旨在對家長參與學校教育之理念再做分析,全文首先分析家長參與其子女之學校教育的理由;其次,依序析述家長參與的範圍、參與的方式、及障礙因素;最後則提出促進家長參與學校教育的改進途徑。本文認爲家長參與學校教育可促進學校與社區的結合、保障家長的教育選擇權、增進學生的學習效果、提昇學校績效、及獲取學校所需資源。在參與範圍方面,本文主張凡能增進學生教育福社的學校教育事務均應列爲家長參與的範圍,學校人員與家長應以相互尊重、信任的夥伴關係共同合作以改進學校教育的成效。本文也析述若干阻礙家長參與學校教育的因素,包括家長與學校人員的社經地位差異、學校人員擔心家長干預校務、學校之機構自主權不足、學校的科層體制特性的限制、及家長會功能未盡理想等。在改進途徑方面,本文建議學校應兼顧家長不同的社經背景;提供家長多樣化的方式參與學校教育;提供參與訊息並提昇家長之參與知能;加強學校人員有關家長參與之在職訓練;實施學校本位管理,提高學校的自主性;與家長建立以情感爲基礎的夥伴關係;及改進家長會的功能。本文文末指出建立學校與家長間的夥伴關係,絕不是直線歷程,而是參照學校與社區間特殊的情境及文化歷史因素不斷修正調整的歷程。

並列摘要


The purpose of this article was intended to offer a further analysis of the related concepts of parental involvement in their children's school education, including the rationales for and barriers to parental involvement. The author strongly claimed that parents have legal rights to be involved in school activities to protect their children's educational interest. Parental involvement was also considered as a useful way to connect schools with communities, promote school accountability, enhance children's learning, and provide schools with needed resources. The author also suggested that parental involvement area should be extended to all aspects of their children's school life; however, the level of parental involvement might be different, based on parents' background and school context. Several factors were considered as barriers to parental involvement, such as the difference in SES (socio-economic status) between parents and school educators, school educators' concerns about parents' interference with school operation, school's limited institutional autonomy, the bureaucratic nature of school organizations, and the poor function of parents' organization. Strategies for facilitating parental involvement were suggested in the later part of this article, including diversifying the ways of parental involvement, designing parental involvement as the content of teachers' training program, implementing site-based school management policy, establishing home-school partnership, and strengthening the cooperation between schools and parents' organizations. In the final part, the author emphasized the importance of home-school partnership which is characteristic of shared sense of ownership, mutual respect, and equal status on both parts. The author concluded that parental involvement in school education should be considered as an evolving process, rather than a satic status.

被引用紀錄


吳春燕(2010)。台北縣國民中學家長對參與學校事務的認知與態度之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2010.00785
黃進雄(2006)。高級中等學校家長參與學校教育事務權及影響因素之研究〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://doi.org/10.6841%2fNTUT.2006.00203
呂滄堯(2012)。特殊教育學校高職部學生家長參與學校教育之研究-以某特殊教育學校為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201200522
林佳瑩(2022)。一所都會型公立實驗學校家長教養觀、家長參與及資本運用研究〔博士論文,國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345%2fNTNU202201576
葉和昌(2010)。台灣國民小學組織之變革(1994-2010)─以教師角色為主〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU.2010.10337

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