談特教班學生家長眼中之親師合作

The parent-teacher cooperation – from the special education class paernts’ perspectives.

高怡齡(Yi-Ling Kao)

指導教授 ： 任麗華

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700062

摘要

本研究旨在探討特教班學生家長對於親師合作之相關經驗與期待，包括家長對於孩子接受特殊教育的感受、對親師合作的相關需求、困難及苦澀經驗，以及親師合作之目的、功能、方式與內容，並了解影響親師合作的因素、家長如何在親師合作的過程中找到自我的定位，及探討特教班家長對於教師的期待。本研究對象為七名孩子曾經或正在就讀特教班的家長，運用質化研究的深度訪談法及文件資料的收集。研究發現包括：
一、 家長對於孩子接受特殊教育的感受：1.期待教學的成果與家庭的融入；2.對孩子的安全與人際關係問題、青春期處理、教學成果有限以及教養負擔增加的擔憂；3.對孩子長期的付出以及對教師禮遇的各種苦心；4.對於教師角色、家長角色、教育功能不彰的麻木感受；5.精神負擔與家庭失衡所造成之無力感。
二、 家長對親師合作的相關需求、困難與苦澀經驗：1.來自教師與重要他人的心理支持與實際的幫助為家長的需求；2.專業領域的特殊性、教師角色的主導權與決策流程的強迫性為家長主要的困擾；3.難以接受教師某些不合教育倫理的個人行為、難以親近的學校文化與不當的體罰為家長經歷過的苦澀經驗。
三、 親師合作之目的、功能、內容與方式：1.以獲得資訊、建立安全網絡、提昇教養成效與孩子的生存能力，以及獲得成就感為主要的親師合作目的；2.親師合作的功能包括正面的意義與負面的影響；3.親師合作的內容包含健康、安全、學習及資訊交流；4.與教師互動時，家長會以弱勢與體諒的態度、迂迴的表達、積極的互動等小技巧來取得教師的好感與協助。
四、 影響親師合作的因素包含：1.家長的就業背景、社經地位與性別；2.家長與教師雙方的時間壓力、生活負擔、支持系統及健康狀態；3.親師雙方的合作態度、接觸的次數以及孩子的學習成效等因素。
五、 家長力量的甦醒歷程包含從最開始的封閉及否定的自我概念；接受幫助與挑戰的意願；賦權與發聲的行動；到最後相互分享及力量延伸的階段。
六、 家長對特教班教師的期待有：1.對學生視如己出的關心；2.對家長尊重與付出的表示；3.有效落實教師專業的教學理念與行為；4.仁慈奉獻的人格特質。

最後依據研究發現，研究者從學校、教師與家長的角度提出具體建議，以作為特教班親師合作的研擬與進行以及未來相關研究之參考。

關鍵字

親師合作 ； 質化研究 ； 特教班家長

並列摘要

The research investigated the experience and expectation of the special class parents in parent-teacher cooperation. It concluded the feeling about the child studying in special education class, and the requirement, difficulties, bitter experience about parent-teacher cooperation. The research explored the model and factors of parent-teacher cooperation. The parents’ position their expectation in the cooperation process also be discussed. Seven parents whose children were studying in special education class were invited. Intense participatory interviews and documents collection were used to analyze the related experience and expectation. The main findings were as follows:
1.The feeling of parents about children studying in special education class: 1) the expectation of teaching and family involvement; 2) worry about children’s safety, relationship with classmates, the puberty, limited teaching result and increase of upbringing loading; 3) the extended devotion to their children and high respect for the teachers; 4) the passive feeling of invalid capability of teachers, parents and education process; 5) the powerlessness of burden with family.
2.Demand for cooperation between teachers and parents, experience of difficulty and disappointment: 1) parents’ demand for psychological and physical support from teachers and important other people ; 2) Parents’ major trouble are specialty in professional field, leadership in teachers’ role, and coerce in decision flow ; 3) hard to accept specific teacher’s non-ethic behavior, unfriendly school culture, and improper physical punishment.
3.Purpose, function, approach and content of cooperation between teachers and parents: 1) main purpose is to gain the information, setup security net, raise education effect and capability to earn living, and gain the sense of achievement; 2) function of cooperation between teachers and parents includes positive function and negative effect; 3) content includes health, security, learning, and information exchange; 4) To gain the good feeling and support from teachers, during interaction, parents will use the technique, including disadvantage and understanding manner, indirect expression and aggressive interaction.
4. Factors to influent the cooperation between teachers and parents: 1) parents employment, social and economic status, and sex; 2) time pressure, living loading, supporting system and health status of parents and teachers; 3) cooperation attitude, contact frequency between each other, and children’s learning progress.
5.Process about the power consciousness of parents included the stages of negative self-identity ; willingness to other’s support and challenge ; action of self-impowerment ; share and extensibility of power.
6.Parents’ expect to teacher were: 1) interior concern for the students; 2) respect to the parents; 3) achievement of professional teaching idea; 4) characteristics of charity and devotion.

According to the research findings, concrete suggestions were gived to the schools, teachers, parents and related research in the future.

並列關鍵字

qualitative study ； parent-teacher cooperation ； parents of the students in special education class

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