公共圖書館推展家庭學習方案之研究：以國立臺灣圖書館為例

本研究以「國立臺灣圖書館」為例，探討「家庭學習方案」在公共圖書館之推展過程與成效。2016年教育部規劃跨領域推展家庭教育的創新策略「家庭學習方案」，透過培訓公共圖書館館員與志工家庭教育專業知能，進一步推展全家一起「閱讀、分享、同樂、行動」的家庭共讀活動，透過閱讀，增進親子、夫妻與祖孫等家人關係。國臺圖承辦「家庭學習方案」全國計劃，並發展出自主學習模式持續執行，具有獨特性與創新性。本研究以個別訪談計劃執行團隊為主，並採參與觀察與文件分析等方法為輔，蒐集研究資料。研究結果為：1.國臺圖執行團隊依據計畫之規劃，以親場/子場/合場等家庭共讀方案，透過選讀家庭教育圖書及繪本、設計手作活動，並提供延伸閱讀書單供家長參考借閱。第2年，執行人員為加強「親場」帶領能力，發展出:自主成立「讀書會」，及「愛家成長營」，進一步發展因地制宜的多元推展模式，以期吸引不同時段的家庭成員參與。2.以國臺圖為例，執行由教育部委託發展之家庭學習方案(林如萍，2016)，含括了「家長」學習之「親場」與以「同樂」為本的家庭共學體驗設計；利用圖書館既有優勢資源（包括Bookstart家庭成員為參與對象、親子學習空間、資深故事志工）進行推廣。經過培訓的團隊是執行家庭學習方案的主力與持續推展的關鍵，同時也是直接體驗的受益者，不僅應用所學引導參加者探討與家人互動的策略，同時也提升了個人家人關係、與親子互動。最後本研究提出公共圖書館推展「家庭學習方案」之家庭學習方案策略圖及相關建議。

關鍵字

家庭學習方案；家庭教育；公共圖書館；家庭生態系統理論；方案過程評估

並列摘要

This study uses the "National Taiwan Library" as an example to explore the process and effectiveness of the "family learning program" in public libraries. In 2016, the Ministry of Education planned to promote the innovative "Family Learning Program" across different fields. The training of librarians at public libraries and volunteers on family education expertise will promote families to read together more as they "Read, share, have fun together, and take action." Families will use reading to enhance the relationships between husbands and wives, parents and their children, and grandparents and their grandchildren. The National Taiwan Library has carried out the nationwide “Family Learning Program,” and has developed autonomous learning models that are unique and innovative for the program’s continuous implementation. This study is based on executing individual interviews by the research team, and is supplemented by methods such as observations and document analysis to collect research data. The results of the study are as follows: 1. The National Taiwan Library Implementation Team selected family education books and picture books, handcraft design and creation activities to carry out the family learning programs for Parents/Children/Both, and provided lists of extended reading books to parents for reference. In the second year of the program, the team developed "Reading Clubs" and the "Lovely Family Growth Camps" to enhance “parental” leadership. The team then developed a diverse promotion model that suits local conditions, hoping to attract families to participate during different time periods. 2. Using the National Taiwan Library as an example, the implementation of the Family Learning Program (Lin, 2016) entrusted by the Ministry of Education included the "Parent" learning program. It was family learning experience that was designed for participants to “have fun together.” The program also used the libraries’ superior resources (including Bookstart where family members for participants, a learning environment for families, senior story-telling volunteers) to promote the program. The trained teams are the key to the implementation and continuous promotion of the family learning program. The trained teams are also the beneficiaries from directly experiencing the program as they not only apply what they’ve learned to guide participants to explore strategies for interacting with family members, but they also enhance their personal family relationships and interactions. Finally, this study proposes to have public libraries to promote the "family learning program’s" family learning program strategy figure and other relevant recommendations.