特教班家長參與班級活動之學習歷程

The Learning Process of Parents’ Involvement in Special Education Classroom Activities

戴富媛(Fu-Yuan Dai)

指導教授 ： 高文彬博士

國立中正大學/教育學院/成人及繼續教育學系/碩士(2013年)

摘要

特教班家長參與班級活動之學習歷程
指導教授：高文彬博士
學 生：戴富媛
摘 要
本研究以家長參與學習歷程理論為基礎，以一個雲林縣農村社區小學特教班中，實際參與教學活動的家長為研究對象，探究影響國民小學特教班家長參與班級教學活動的動機，及參與班級教學活動後的學習成長，透過本研究，期望達到以下目的：
一、探討家長參與特教班學習活動的起始動機。
二、探討家長參與特教班學習活動持續參與的因素。
三、探討家長參與特教班學習活動的學習與成長。
本研究採用質性研究，以半結構式訪談的方式對七位與研究者熟識的特教家長進行訪談，透過本研究歸納出以下研究結論：
一、家長參與特教班教學活動的起始動機，包括對孩童安全的擔憂、為了滿足孩童的特殊需求、家人的要求及特教老師的邀約，以及受到教學活動吸引等因素。
二、家長參與特教班學習活動的持續因素，包括視參與為身心壓力的放鬆、視參與為發揮所長的機會、視參與為對老師付出的感念、視參與為對夥伴關係的維繫。
三、家長參與特教班學習活動不論是初始或是持續階段，(一)家長教養知能提升：管教孩子技巧提升、坦然面對問題、主動尋求資源、家長社交能力提高、家庭關係更和諧融洽。(二)家長態度的改變：正向看待孩子、開啟正向積極的人生觀、家長心境的轉變。(三)家長學習的改變：自我價值的重塑及增進家人的互動等多種學習與成長。
四、家長參與特教班教學活動，其自我價值得到提升，參與角色從學生家長到參與夥伴。

關鍵字：特教班、家長參與、參與動機、學習歷程

關鍵字

學習歷程 ； 參與動機 ； 家長參與 ； 特教班

並列摘要

The Learning Process of Parents’ Involvement in
Special Education Classroom Activities
Advisor: Dr. Wen-Bing Gau
Student: Fu-Yuan Dai
ABSTRACT
The study is based on the theory of parental involvement process. It takes the learning activities of a special education classroom at an elementary school located in an agricultural rural community of Yunlin County as the case and employs those parents who have been actually participated in those activities on regular basis as the research participant. Three purposes are intended to be reached through this study. First of all, the initial motivations for parental involvement in special education classroom learning activities are explored. Secondly, the continuing factors of parents’ involvements in these activities are discussed. Thirdly, the learning and growth fostered by aforementioned activities are probed into.
Qualitative research method is adopted and semi-structural interviews are conducted on the parents, who have been taking the initiatives in almost every classroom learning activities and thus are well-acquainted with researchers. Through this study, four conclusions can be made.
First of all, the initial motivations for parental involvement in special
education classroom teaching activities are mainly extrinsic factors,
including the concerns for the children’s safety, the satisfaction of their
children’s special needs, the demands of their family , the invitation from
special education teachers and the attraction of the learning activities.
Secondly, the continuing factors of parental involvement in special
education learning activities mainly derive from intrinsic factors such as taking the involvement as a way to lessen their mental and physical stress, regarding the involvement as the chance to use their talents and professional skills, perceiving the involvement as a way to show their gratitude for the teachers’ dedications as well as considering it as the connections to maintain the partner relationship between themselves and their children’s teachers. Thirdly, learning and growth have occurred in both the initial and the continuing stage of parental involvement. Furthermore, it can be broken into the following subcategories. At first, the promotion of parents’ expertise for rearing their children can be delved into through parents’ skill upgrades in children’s discipline, their ability in facing problems with candid, their positive attitudes in need of resources, the boost of their social skills and the building- up of a more harmonious family relationship. Secondly, the changes of the parents’ attitudes encompass seeing their children in positive ways, activating a positive life philosophy and engaging in the transformation of their frame of mind. Thirdly, after participation, parents engage themselves in manifolds of learning and growth, concerning the remolding of self-value and the enhancement of family interactions.
To sum up, through the teaching activities, parents learn to elevate their self-value and transform their roles from “pupil’s parents to the participatory partners”.

Key words: Special Education Classroom, Parental Involvement, Motivations for Parental involvement, Learning Process.

並列關鍵字

Motivations for Parental involvement ； Parental Involvement ； Special Education Classroom ； Learning Process

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