在家教育：「新」家人關係的發展歷程

Homeschooling : The Development of New Family Relationship

王奕天(Wang Yi-Tien)

指導教授 ： 林如萍

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2021年)

https://doi.org/10.6345/NTNU202101360

摘要

民國103年公布的「實驗教育三法」通過，實驗教育之發展日趨多元，在家教育的發展也受到矚目。本研究從家庭的面相切入，以在家教育父母的視角出發，探討從開始執行前的決策，到正式執行教育時的分工與教學等的安排，並分析在家教育對父母在親子、夫妻等家人關係的影響及調適歷程。本研究採用質性研究取向，以訪談為主要的資料蒐集方法，聚焦子女為國小至國中階段的在家教育之家庭，共選取六個家庭之主要教育者進行訪談資料的蒐集。研究結果顯示：在家教育與家人關係之間彼此互相影響，呈現出在家教育歷程中家庭的調適循環。父母選擇在家教育動機的不同影響決策歷程的長短，並且在決策過程中家庭成員的意願以及資源的衡量，影響了後續執行在家教育的夫妻分工安排。由在家教育家庭中父母的動機與決策歷程，可將在家教育家庭的發展歷程分為兩種類型：目標具體型與探索發展型。前者具有較長的決策歷程與準備，父母於教師角色的適應上較為順利，但是也傾向有較高的標準或要求，導致子女在學習上可能產生疲乏，而引起親子衝突；後者則是因為準備時間較為短暫，父母在開始之起容易產生教育理念的衝擊以及落入雙重角色的困擾。整體而言，在家教育提供父母與孩子有更多的互動，並且家庭原本的親子關係是父母調適在家教育歷程中角色與親子衝突的基礎；另就夫妻關係來看，在家教育的決定也影響了夫妻相處的時間與分工，在家教育的歷程中夫妻須不斷的磨合。最後，本研究依據研究結果對在家教育的父母、一般家庭的父母以及未來研究提出建議。

關鍵字

在家教育 ； 家人關係 ； 親子關係 ； 夫妻關係

並列摘要

Following the promulgation of the Three-Type Acts of Experimental Education (Enforcement Act for School-based Experimental Education, Enforcement Act for Non-school Type Experimental Education across Education Levels below Senior High School, and Enforcement of the Act Governing the Commissioning of the Operation of Public Elementary and High School to the Private Sector are included) in 2014, experimental education became increasingly diverse, and homeschooling began garnering attention. From the perspective of homeschooling parents, this study explored the decision-making before homeschooling starts and the division of labor and education arrangement during homeschooling. The effect of homeschooling on parent–child and marital relationships and families’ processes in adjusting to homeschooling were analyzed. In this qualitative study, interviews were conducted as the primary method of data collection. The primary educators of 6 families with children homeschooled in the stages of elementary or junior high schools were interviewed. The results indicated that the mutual influence between homeschooling and family relationships reflects families’ cycle of adjustment to homeschooling. Parents’ motivation in homeschooling their children affects the length of their decision-making process, during which family members’ willingness to provide homeschooling or to be homeschooled and resource availability influence the parents’ division of labor in the homeschooling process. According to parents’ motivations and decision-making processes, the processes of homeschooling are divided into 2 types: goal-specific and exploratory. Goal-specific homeschooling involves long decision-making and preparation processes, and parents adapt to their roles as teachers more easily. However, high education standards and requirements may lead to burnouts in children and parent–child conflict. Exploratory homeschooling involves shorter preparation time, and parents may be confronted with conflict between educational philosophies and the dilemma of dual roles as parents and educators. In summary, homeschooling provides additional opportunities for parents and children to interact with each other, and parent–child relationships are the basis of parents’ role adaptation and conflict with children in homeschooling. Decision-making in homeschooling also influences spouses’ time together and division of labor, on which spouses must coordinate continually during the homeschooling process. According to the results of this study, suggestions are presented for homeschooling parents, parents in general family conditions, and future studies.

並列關鍵字

homeschooling ； family relationship ； parent–child relationship ； marital relationship

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