課後托育機構親師溝通模式之研究

A study on Teacher-parents Communication Model for After School Child Care Institution

施惠娜(Huina-Na Shih)

指導教授 ： 徐茂練

朝陽科技大學/管理學院/企業管理系/碩士(2009年)

摘要

本研究旨在探討托育機構親師溝通的模式，究研究對象以功文文教基金會課後托育機構為個案，選取學生家長進行深度訪談，以課後托育親師的溝通內容為訴求，了解家長對於子女課後托育之需求，以建立課後托育親師的溝通模式。資料分析採用質性編碼方式，分析該親師溝通訊息之內容與意義。依據資料分析結果，本研究將家長區分為指示型、協助型、與討論（協商）型三類，並比較各類家長對於子女教育的理念價值觀、參與托育機構的動機與態度、子女參與托育機構的內容與期望、對於托育機構的認知、以及選擇托育機構的考量因素等研究結果簡述如下：
第一類指示型家長
（1）教育理念：對於子女教育的看法兼重互動模式、子女發展的自由度與品德。
（2）托育動機態度：較重視托育機構的托育品質及專業的師資。
（3）托育內容期望：重視對提升子女的品格成長，其次是學習動機與課業能力。
（4）決策過程：重視選擇托育機構考量因素。考慮的是學習環境、地理位置等因素，其中托育機構的地理位置更是家長所考量的重點。
第二類協助型家長
（1）教育理念：對於子女教育偏重與子女互動，會透過不同的互動模式來達成目的。
（2）托育動機態度：最為重視子女的自主性。
（3）托育內容期望：重視提升子女的學習動機，其次是提升子女才藝。
（4）決策過程：重視師資、課程、環境等為主要考量。
第三類討論（協商）型家長
（1）教育理念：對於子女教育的看法兼重互動模式、子女發展的自由度與品德，在子女發展的自由度，及知識與品德的看法略為偏重。
（2）托育動機態度：對於子女參與托育機構之動機上，重視教學環境與設備。對於子女參與托育之態度上，則以子女的本身發展與學習需求為考量。
（3）托育內容期望：重視對提升子女的品格成長，其次是提升子女的人際關係。
（4）決策過程：選擇托育機構的考量因素，會以地點、交通為主，再來是教學、品牌最後是費用。
本研究在課後托育機構親師溝通模式中，透過質性編碼對應分析獲致之結果，對托育機構學習流程設計、與家長之間如何有效溝通，均加以討論並提供具體的建議，冀望能提升托育機構教學品質與內容，趨於客製化，增加托育業者市場競爭力。
關鍵詞：課後托育、學齡兒童托育、親師溝通

關鍵字

課後托育 ； 學齡兒童托育 ； 親師溝通

並列摘要

The purpose of this study is to investigate communication process of after-school child care institutions. By adopting Foundation Kumon after-school care institutions as an example, this research establishes the mode of parent-teacher communication. The communication messages and associated meaning data were collected by using depth interviews and analyzed by qualitative data analysis method. Based on the results of data analysis, the parents are divided into three categories, namely instruction type, help type, and discussion (consensus)-type. The viewpoints about the children educational philosophy, the motives and attitudes of involving after-school child care institutions, the expectations of care, and the decision process of selecting a after-school child care institution for three categories parents are compared as follows:
The instruction type parents:
(1) educational philosophy: for their children''s education, they pay equal attention to the interaction mode, the autonomy of their children, and ethics.
(2) the attitude of care motivation: more emphasis on care quality of care institutions and professional teacher.
(3) the content of expectations of care: emphasis on enhancing the growth of their children''s character, followed by learning motivation and ability.
(4) decision-making process: considering the learning environment, geographical location and other factors, of which the geographical position of care institutions is the focus of the parents to consider.
The help type parents:
(1) educational philosophy: communication with their children through the different modes of interaction to achieve the purpose.
(2) the attitude of care motivation: paying the most attention for the autonomy of their children.
(3) the content of expectations of care: emphasis on enhancing their children''s learning motivation, followed by the talent to upgrade their children.
(4) decision-making process: taking the quality of teachers, curriculum, and environment as the main consideration.
The discussion (consensus) type parents:
(1) educational philosophy: for their children''s education, they almost pay equal attention to the interaction mode, the autonomy of their children, and ethics, but slightly emphasis on the degree of freedom in the development of their children, knowledge and ethics.
(2) the attitude of care motivation: viewing teaching environment and facilities, children''s development and learning needs as important sources of motivation and attitude.
(3) the content of expectations of care: emphasis on enhancing the growth of their children''s character, followed by the enhancement of interpersonal skills.
(4) decision-making process: firstly considering the institution’s location, traffic, then the teaching, and finally the brand image.
Base on the results of this study, the communication modes of different parents are discussed. The useful suggestions about caring process design and effective communication methods between parents and teachers for after-school care institutions are also provided.

Key words: after-school programs, school-age care, parent-teacher communication

並列關鍵字

parent-teacher communication ； school-age care ； after-school programs

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