幼教師與家長知覺親師溝通困境之研究

The Study of the Plight Consciousness of Early Childhood Teachers and Parents with Parent-teacher Communication

郭紫宸(Tzu-Chen Kuo)

指導教授 ： 林楚欣

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在探討幼教師和家長親師溝通的模式，在溝通時會遇到的困境及遇到困境時的因應方式，依據自編訪談大綱，選擇臺中市幼兒園園長、幼教師及家長各6人，進行團體焦點訪談或個別訪談，並蒐集文件資料，與訪談內容相互印證。根據研究發現，歸納結論如下：
一、 家長在選擇幼兒園時，若幼兒園條件符合家長的考量因素，加上與園長、老師溝通契合，溝通旅程便正式展開。
二、 親師常用的溝通管道有口語溝通、書面溝通、親師座談會、大型活動及網際網路等五種。
三、 親師溝通最常討論的內容為關懷分享與建立關係、幼兒行為表現、幼兒學習表現、教學內容、同儕互動、用餐習慣、健康情形、專業諮詢、生活細節等；若家長與老師溝通不良，或討論內容與幼兒園相關，則會特別找園長進行溝通。
四、 造成親師溝通困境的因素為：親師對問題解決的要求有落差、親師生未建立和諧關係、理念不同、親師角色本質差異、未將心比心、家長質疑老師的專業、家長要求不合理和溝通技巧不足等八種。
五、 老師遇到溝通困境的因應方式有：勇敢面對並解決、請他人協助、順應家長、逃避、道歉、提供正確觀念給家長及孩子、盡力做好份內工作；家長遇到溝通困境的因應方式有：請他人協助和順其自然等兩種。
六、 家長無經歷溝通困境的因素為：家長能自我要求、正向思考、家長兼具教師身份及私立幼兒園重視服務品質。
最後根據上述研究結果，針對親師雙方及未來相關研究可進行的方向提出建議。

關鍵字

親師溝通 ； 困境 ； 符號互動論 ； 溝通行動理論

並列摘要

This research aimed at investigating preschool teacher-parent communication modes, and the difficulties as well as the solving methods applied during communication. Based on a self-designed interview outline, the study included six kindergarten principals, six teachers, and six parents in Taichung City through focus-group interview or one-on-one interview. All data was collected and analyzed. The results concludes the following:
First, communication officially begins if the kindergarten meets parents’ considerations, and parents talk harmoniously with the director and teachers while they are choosing a kindergarten.
Second, the five frequent ways of communication are oral communication, written communication, parent-teacher conference, and use of large activities or Internet.
Third, the most discussed content is care and share, rapport building, early childhood behavior, children’s learning performance, teaching content, peer interactions, dining habits, health conditions, professional consultations, daily details, and so forth. If parents and teachers communicate badly or the discussed content are kindergarten-related, they will seek the director for help.
Fourth, factors that cause the difficulties include the gap between parents’ and teachers’ demands on problem-solving, failure in maintaining peaceful relationship, concept differences, innate differences between the roles, inability to feel for others, parents’ suspicions of teachers’ proficiency, unreasonable demands by parents, and inadequacy of communication skills.
Fifth, when teachers face difficulties, the methods applied are to bravely confront and solve problems, seek help from others, obey parents, escape, apologize, offer correct concepts to parents and children, and try their best to do their job. The methods which parents applied are to ask others for help and to let things flow naturally.
Sixth, the difficult situations will be improved if parents can have self-demand and positive thinking. Parents who work as teachers are also helpful. Besides, private kindergartens need to emphasize quality of service.
Finally, according to the above results, relevant study on teacher-parent communication can use the suggestions for future reference.

並列關鍵字

Theory of Communicative Action ； Symbolic Interactionism ； Plight ； Teacher-parent communication

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