教保服務人員親師溝通與家園合作之策略分析-以三位資深幼教人員為例

Strategy Analysis of Parent-Teacher Communication of Early Childhood Educators and Family-kindergarten Cooperation A case study of three senior kindergarteners

吳惠祝(Hui-Chu Wu)

指導教授 ： 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

本研究採用質性研究法，探討資深教保服務人員，對於幼教現場的溝通現況、方法及家園合作之策略分析；其研究目的為瞭解教保服務人員與家長親師溝通的現況、親師溝通的方法及瞭解幼兒園與家長的家園合作策略。依據自編訪談大綱，以訪談作為蒐集資料及研究方法，選擇南投縣三間私立幼兒園，年資超過十年的三名幼教人員為訪談對象，經由個別訪談並蒐集資料加以分析，根據研究發現，歸納結論如下：
一、 親師溝通的核心在於透過面對面溝通及親師觀念交流，其溝通理念建立在親師彼此信任，知己知彼開誠布公、全面關懷即時回應、情感交融建立互信，以達成親師之間正向積極溝通共識。
二、 影響親師溝通的因素有，親師個性與特質、親師溝通對象及溝通對象的社經背景，每個不同因素與溝通環環相扣。
三、 親師溝通區分為日常性或重要事件溝通模式現況，日常性生活溝通可分為幼兒入園初期的親師磨合、適應期的分享與信任、感情豐厚的真心回饋。重要事件溝通分為危機事件處理、孩子關鍵期的軌跡紀錄。
四、 親師溝通管道常用的有口語溝通、書面溝通、大型全園性活動及通訊軟體溝通等，配合家長需求調整不同溝通方法，能達成良善的溝通回饋。
五、 幼兒園的家園合作主要推動者，包括園務推動的園所主管，其職責大，能協調親師衝突及允諾安撫家長情緒；其二為辦公室行政人員，面對的是全園事件，是學校和教師的得力助手。
六、 家園合作的策略，分為特定週期性全園活動、多元管道家園合作。特定週期性全園活動包含有節日慶祝活動、專家親職講座、畢業典禮、親子旅遊及年終團圓活動。多元管道家園合作包含通訊平台經營(FACEBOOK、LINE)、家長達人的專業分享等。
七、 教師投入親師合作的心路歷程：幼兒園教保服務人員需擁有高抗壓力能耐、旺盛體力、熱忱、使命感及志業，每位教保服務人員的歷程不同，有克盡本分盡其在我的堅守個人本份職責，也有期許親師相互體諒，營造好的幼教氛圍教師。
最後依據上述研究結果，針對幼教現場之教保服務人員的親師溝通與家園合作策略，及未來相關研究可進行的方向提出建議，供後續研究之參考。

關鍵字

家園合作 ； 溝通策略 ； 親師溝通

並列摘要

The study applies a qualitative research approach to discuss the status and methods of senior early childhood educators' on-site communication and strategy analysis of family-kindergarten cooperation. The purpose of this research is to understand current situation and methods of parent-teacher communication between early childhood educators and parents as well as the strategy of family-kindergarten cooperation. With interview as its research approach and way of collecting information, we chose three kindergarteners with more than 10 years of experience at three private kindergartens in Nantou County to be our subjects and interviewed according to prepared outline. Through the individual interviews and analysis of collected information, we conclude the research findings as following:

The key of parent-teacher Communication is to understand each other through face-to-face communication and concept exchange between teachers and parents. The idea of communication shall be built on mutual trust. The two parties shall be open and try to understand each other, giving on time response with care to establish mutual trust and emotional integration so as to achieve a positive and active communication between teachers and parents.

Facts that affect communication between teachers and parents include personalities and characteristics of teachers and parents, communication targets of teachers and parents, and social background of communication targets. Each fact is closely interlocked with communication.

Parent-teacher communication includes routine communication and major event communication. Routine communication can be divided into share and trust communication during run-in and adaptation period at the preliminary stage of kindergarten as well as genuine feedback with heartfelt care. Major event communication can be divided into critical event handling and tracking record of child's critical period.

General methods of parent-teacher communication include oral communication, written communication, large scale kindergarten activity, and software APP communication. Methods can be applied according to different requests made by parents to achieve a virtuous communication and feedback.

Prime impellers of family-kindergarten cooperation at kindergarten shall be the head of the kindergarten who has the biggest responsibility to promote all relevant affairs and able to coordinate conflict between teachers and parents and comfort their moods. The second responsible person shall be office administrators who are the best assistants of the kindergarten and teachers' to deal with all affairs.

Family-kindergarten cooperation strategy is divided into periodical whole-kindergarten activity and multi channel family-kindergarten cooperation. Specific periodical whole-kindergarten activity includes holiday celebration, expert talks, graduation ceremony, parent-child travel, and annual reunion activity at the end of year. Multi channel family-kindergarten cooperation includes operation of communication platform (such as FACEBOOK and LINE) and professional sharing of expert parents etc.

Parents and teachers' experience of participating in the family-kindergarten cooperation: early childhood educators at kindergarten shall have high competency to cope with pressure, be energetic and passionate, have a sense of calling, and be dedicative. Each early childhood educator has their own experience. Some may tried their best to strictly observe their duties and some may expect mutual understanding between parents and teachers to create a great atmosphere for kindergarten education.

In the end, based on above conclusions, the research proposes feasible directions as reference for relevant studies in future and studies aiming at early childhood educator's on-site parent-teacher communication and family-kindergarten cooperation strategy.

並列關鍵字

family-kindergarten cooperation ； communication strategy ； Parent-teacher communication

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