本研究以級任導師的角度探討隔代教養學童的學校生活適應,研究目的為:一、透過級任導師的觀察,瞭解隔代教養學童的學校生活適應情形。二、瞭解並探討級任導師如何協助隔代教養學童適應學校生活。三、瞭解並探討級任導師與隔代教養家庭主要照顧者之親師溝通情形、溝通困難之處及可能的解決方法。 本研究採質性研究方法,透過半結構式訪談蒐集資料,從七位級任導師的訪談得到以下的結果: 一、隔代教養學童在學校生活適應的過程中,學業表現不如一般學生、容易出現負面情緒、跟同儕相處有困難、因為文化刺激不足而影響學習成效。 二、級任導師利用班級經營方法協助隔代教養學童的學校生活適應,例如:給予特別的關愛、傾聽孩子分享心事、運用獎勵制度和其他的資源。 三、級任導師與隔代教養家庭家長在親師溝通上面臨的主要困難為:語言溝通障礙、主要照顧者無力管教孫子女及指導課業、主要照顧者親師溝通態度消極和主要照顧者沒有決策的權力。 四、隔代教養學童需要的協助為課業補救教學和輔導室心理輔導;主要照顧者與家長需要的協助為加強親職教育和經濟上的支援;級任導師需要的協助則為學校行政的支持和充實輔導與親職教育專業知能。三種對象都需要社工專業不同的協助。
The study aimed to explore the school life adaptation of grand-parenting students, from teachers’ perspectives. The objectives were: to understand the grand-parenting students’ school life adaptation based on teachers’ observation, to discuss what teachers did to help grand-parenting students adapting to school life, to discuss the parent-teacher communication situation, difficulties and possible solutions. Qualitative research method was adopted to this study, through semi-structured interviews with seven teachers. The findings were as follows: 1. In adaptation of school life, grand-parenting students didn’t do well as ordinary students in academic achievements. They tended to have negative emotions and difficulties in getting along with classmates. Their learning efficiency was influenced by lack of cultural stimulation. 2. Teachers helped grand-parenting students to adapt school life by classroom management methods, such as extra care and love, listening to them, giving rewards and other resources. 3. The parent-teacher communication difficulties were: language communication barrier, grandparents being unable to discipline grandchildren and instruct their homework, caregivers’ passive attitude in parent-teacher communication and lack of decision authorities. 4. Grand-parenting students needed the help of remedial teaching and psychological counseling. Caregivers and parents needed the help of parenting education and financial support. Teachers needed the help of school administration supports and parenting education enrichment. All the grand-parenting students, caregivers and teachers needed assistance from school social workers.
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