國小低年級導師使用LINE作為親師溝通管道之研究

在溝通軟件不斷的推陳出新下，國小低年級導師也紛紛將科技融入親師溝通中。本研究以國小低年級導師為研究對象，探討國小低年級導師使用LINE作為親師溝通之理由、方式、對導師之影響、對親師溝通之影響為本研究目的，而過程中採用質性研究，以半結構深度訪談收集資料，再採質性資料分析與歸納，歸納結論如下：一、LINE之即時回饋、雙向互動、免費、隱私性的等特性，能增進親師間溝通之頻率，使親師生三方互相熟悉，再加上有利於低年導師彈性調配時間，這些因素助於提高國小低年級導師使用LINE之意願。二、由於個人習慣與班級模式之差異，導師間在使用LINE之規範上也略有不同，大致為時間規範、省略罐頭訊息、家長知後回覆，明確之使用規範，能讓班級群組經營起來更輕鬆。三、LINE能為親師溝通搭建一座友善橋樑，拉近親師間距離，凝聚班級共識，進而提升學生學習成效、協助班級教學。四、LINE應用於親師溝通上，仍有許多不足，應兼採其他溝通管道，多方並行，猶如面談、聯絡簿、電話等，補足LINE之不足。五、導師們均肯定LINE之功能與多種特性，同時推薦給現場低年級導師們。最後，研究者根據研究結果提出具體之建議，讓學校單位、現場導師與未來研究者之參考。

關鍵字

LINE ；親師溝通；國小低年級導師

並列摘要

Due to the rapid growth of information and communication technology (ICT), teachers have integrated ICT into parent-teacher communication. This research focused on the first and second grade teachers’ use of LINE for parent-teacher communication regarding the reasons and methods of using LINE for parent-teacher communication, the impact of using LINE on parent-teacher communication. Qualitative research were used through semi-structured in-depth interviews. After analysis and induction, the conclusions are as follows: 1.The feature of LINE such as instant feedback, Two-way interaction, cost free, Privacy can increase the frequency of communication between parents and teachers, and make the three parties familiar with each other. In addition, it is also flexible to manage time for the first and second grade teachers, and reduce the burden on the lower grades. These factors help increase the teachers’ willngess to use LINE. 2.Due to differences with personal habits and class management, will have slightly different rule to using line with each teacher. Such as Communication time, canned omitted, and reply message after they know. Clear usage rules make it easier for class management. 3.Using LINE can build a friendly bridge for communication between parents and teachers, close the distance between parents and teachers, consolidate the consensus of the class, and then improve the effectiveness of students' learning and assist class teaching. 4.There are many shortcomings in the application of LINE to parent-teacher communication. Other communication way should be used in parallel, such as face-to-face interviews, homebooks, phone calls, etc., to make up for the shortcomings of LINE. 5.The teachers all affirmed the functions and various features of LINE, and also recommended to the first and second grade teachers. Finally, this study provides several conclusions of the results as references for educational institutions, schools, teachers, and further studies.