都市原住民親師互動之研究--以臺北縣桐花國小為例

趙麗玲(Chao Li-Ling)

指導教授 ： 王永慈

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2004年)

摘要

摘 要
本研究旨在瞭解都市原住民親師互動的現況，並依據研究結果提出結論與建議，本論文的研究目的是：
一、了解目前桐花國民小學都市原住民親師雙方對互動關係的詮釋、看法與發展現況。
二、探討影響桐花國民小學都市原住民親師雙方互動的因素。
三、探討桐花國民小學都市原住民親師雙方互動所面臨的問題與解決方法。
四、探討桐花國民小學都市原住民親師互動對學校、教師和家長產生的影響。
五、綜合研究結果提出具體建議做為學校推展都市原住民親師互動活動的參考資料。
本研究採質性研究的方法，以深度訪談作為資料收集的主要方法，以符號互動論分析詮釋資料。本研究的主要結論如下：
一 、以教育機構歧視論探討都市原住民的親師互動：原住民家長是文化資本的弱勢，而學校教育制度使之更加的牢固。
二、以符號互動論探討都市原住民的親師互動：親師雙方在觀念上的不同，造成雙方在角色扮演認知上有極大的差異，老師用愛與鼓勵轉化原住民家長對學校的恐懼，親師雙方需要彼此的接納與關懷，適時溝通雙方的觀念以建立共識。
三、以多元文化教育探討都市原住民的親師互動：教師需要接納原住民家長的文化背景，主動認識家長的文化特質，尊重與欣賞每個人的價值，親師雙方因情感的交流，讓孩子的學習更加有效率。
四、將實證研究與本研究有相關的發現羅列其中。
綜合本研究發現，研究者於文末分別對學校、教師、家長、未來研究方向提出建議以資參考。

關鍵字

都市原住民 ； 親師互動

並列摘要

Abstract

This study aims at investigating the parent-and-teacher interaction of indigenous people living in urban areas on a sample selected from Tonghua Elementary School and at proposing recommendations for promoting such interaction according to the findings. The objectives of research are:
1.To understand the interpretation, view and present development of parent-and-teacher interaction of indigenous people living in urban areas selected from Tonghua Elementary School.
2.To investigate factors affecting the parent-and-teacher interaction of indigenous people living in urban areas selected from Tonghua Elementary School.
3.To investigate the problems and solutions of the parent-and-teacher interaction of indigenous people living in urban areas selected from Tonghua Elementary School.
4.To investigate the impacts of the parent-and-teacher interaction of indigenous people living in urban areas on the school, teachers and parents.
5.To propose recommendations as a reference for promoting parent-and-teacher interaction of indigenous people living in urban areas.
The qualitative approach was applied to the study. Data were collected with depth interview and interpreted in the perspective of symbol interactionism. Conclusions of research are as follows.
1.The theory of education institution for discrimination can be supported in this study. Indigenous parents are relatively disadvantaged in terms of cultural capital, and the school education system reinforces this.
2.From the perspective of symbol interactionism, a big difference in role perception was found in parents and teachers due to differences in role conceptualization. Teachers need to express care and encouragement to parents. Both parties should accept and concern each other and communicate their concepts in order to develop a better understanding.
3.The idea of multicultural education should be promoted. Teachers should accept the cultural background of indigenous people, understand the cultural characteristics of indigenous parents, respect and appreciate the value of individuals in order to enhance the learning efficiency of indigenous children.

Recommendations were proposed in the end of the paper as a reference for schools, teachers, indigenous people and future studies.

並列關鍵字

indigenous people ； parent-and-teacher interaction

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