國小教師為其子女選擇才藝班消費決策之研究─以桃園縣八德市國小為例

A Study of Elementary School Teachers in Decision-Making on Talent Classes for Their Children ─Using Bade City, Taoyuan County for the Sample

陳怡君(Yi-Chun Chen)

指導教授 ： 劉阿榮

元智大學/人文社會學院/社會暨政策科學學系/碩士(2011年)

摘要

孩子是父母生命的延續，也是父母希望的寄託者，在面對快速變遷的世代，為讓孩子隨時做好準備迎接挑戰，當父母的無不用心栽培子女。教師本身是教育工作者，他們也會為自己的孩子報名學才藝，讓他們擁有競爭力。本研究以國小教師為對象，探究他們為子女選擇才藝班的歷程，瞭解其想法與省思。
本研究採用質性研究方法，透過深度訪談與次級資料分析等方式搜集資料。訪談對象有十三名國小教師且他們的子女皆有修習過知識型、藝術型和運動型的才藝課程，再加上兩名才藝班的負責人兼教師。本研究以消費決策模式為基礎，將國小教師選擇才藝班的過程分成前、中、後三個階段，以瞭解國小教師選擇才藝班的行為與歷程，並根據研究結果的分析共提出9項結論，茲歸結如後：
一、大部分的國小教師認為小學階段學知識型才藝課程較合適；藝術型和運動型的才藝課程在幼稚園階段可讓孩子體驗，但不必要求其學習成效。
二、選擇任一類型才藝課程的動機，國小教師都會以子女的興趣為主要考量，希望培養其多元的興趣。
三、在獲取才藝班資訊的管道，國小教師主要透過同事介紹、人際推薦的方式找到適合自己孩子的才藝課程，且也會選擇學校內的社團以省去來回接送的時間。
四、在選擇才藝班的考量，國小教師首重師資。
五、國小教師與才藝班間保持良好的互動關係且不干涉才藝班的教學。
六、國小教師觀察子女學習才藝後的成效有：找到興趣、提升學業成績、建立自信心、培養責任感和堅忍性格、鍛鍊身體，紓解壓力、看電視時間變少、提升人際社交技巧、培養專注力等八項。
七、國小教師滿意子女學才藝的成效。
八、國小教師終止才藝課程的原因有：子女對課程沒有興趣、排不出時間或面臨升學壓力等三項因素。
九、國小教師對選擇才藝班的省思有：找到子女興趣、想多學但時間不夠、家長的時間也被綁住、家庭時間變少、才藝花費高等五項。
最後，本研究根據結論對為子女選擇才藝班的教師或一般家長、社會上相關才藝機構與教育行政主管單位提出建議。

關鍵字

消費決策 ； 才藝班 ； 多元智慧

並列摘要

Children are the extension of the parents’ lives, and are also the symbol of their hopes. To prepare children for meeting challenges at any time in this rapidly changing world, parents are ever more devoted to nurturing their children. Teachers, being educators themselves, also register their children for talent classes, thus adding a competitive edge to their capabilities. This study targets elementary school teachers as research subjects, and explores their thoughts and reflections in the process of selecting talent classes for their children.

This study uses the qualitative research method to collect data through in-depth interviews and secondary data analyses. The interview subjects are thirteen elementary school teachers with children who have participated in intellectual, artistic and sporting types of talent classes, together with two owners, who also work as teachers, of the talent schools. This study, using the consumer decision-making model as the base, divides the elementary school teacher’s process of selecting talent classes into three stages: before, during, and after, in order to understand the elementary school teachers’ behavior and their process of selecting talent classes, and then proposes nine conclusions based on the analyses of the research results. They are summarized as follows:

1. The majority of the elementary school teachers deem intellectual types of talent classes to be more suitable for children of elementary school age, while artistic and sporting types of talent classes are best to be experienced during their kindergarten age, where no learning result is expected.

2. In terms of the motivation, children’s interests are the main consideration that prompts the elementary school teachers in selecting any type of the talent class. They hope to cultivate diverse interests in their children.

3. In terms of the channels for obtaining talent school information, the elementary school teachers rely on colleague referrals and personal recommendations to help search for talent classes that are suitable for their children. They also consider choosing extra-curricula activities in the school to save time from picking up and dropping off the students.

4. The primary concern in the elementary school teachers’ selection of the talent class is the quality of the teacher.

5. The elementary school teachers keep a good interactive relationship with the talent classes and do not interfere with the teaching of the talent classes.

6. There are eight items in the elementary school teachers’ observations concerning the effectiveness of the children’s talent education: finding interests, enhancing academic results, building confidence, raising a sense of responsibility and building perseverance, getting work-outs, relieving stress, spending less time watching TV, improving interpersonal social skill, cultivating focus of attention.

7. The elementary school teachers are satisfied with the talent education results.

8. There are three factors affecting the elementary school teachers’ decision to terminate a talent class: children are not interested in the class, cannot schedule the time, and the approach of school entrance examinations.

9. There are five factors in the elementary school teachers’ reflections concerning the selection of the talent class: finding what the children are interested in, wanting to learn but lacking the time, taking up time from the parents, reducing family hours, and high costs of the talent classes.

Lastly, this study makes recommendations, based on the research results, for teachers looking for talent classes for their children, parents in general, relevant talent education institutions in the communities, and education administrative authorities.

並列關鍵字

consumer decision-making ； talent class ； multiple intelligences

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