國小教師經營家長參與班級事務之個案研究

A Case Study of An Elementary School Teacher Management of Parent Involvement in Class Affairs

邱美玲(Mei-Ling Chiu)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800261

摘要

中文摘要
本研究旨在藉由個案實例探討，來歸納親師溝通第一線的級任教師在經營家長參與班級事務時，其班級經營的理念與做法，家長參與的情形與影響。並提出教師與家長在互動的過程中，教師如何解決親師溝通的問題。
本研究之研究方法為個案研究法，並以事後回溯法輔助進行。本研究從個案進行實例中，採用深度訪談、資料收集，並以人員檢證、資料檢證、對象檢證及自我反省等四項研究資料真實性之檢證，來檢驗研究的真實性。
歸納本研究的主要結論如下：
一、 教師是學生的貴人，家長更是孩子永遠的支柱，是個案教師抱持的理念及堅持經營家長參與班級事務的動力。
二、 個案教師能善用多元方法有效經營家長參與有五項做法。
三、 家長參與班級事務共分為四階段發展：從新生家長走入班級，被動告知參與，然後配合協助活動，到主動要求辦理活動。
四、 家長參與對學生、家長、及教師有正向的影響。
五、 家長參與類型的轉移，隨著與與班級活動的程度漸深，而面向也越來越廣。
六、 個案教師經營家長參與班級事務在親師溝通上產生六個問題。
七、 個案教師要瞭解親師溝通的障礙四因素、家長不願意參與班級事務的理由、及父母處理問題機制，再多元運用親師合作的方法處理親師溝通問題及衝突。
根據上述結論，提出以下建議，以供參考：
一、 教師要增進對教育環境多變的敏銳度
二、 累積家長資源時，要與其他教師分享家長資源
三、 教師應該主動轉介家長資源給下一任教師
四、 教師應熟知如何經營家長參與的做法與影響性
五、 教師應瞭解接受尊重每位家長都有其參與班級事務的做法及態度或難處

關鍵字

班級事務 ； 家長參與

並列摘要

Abstract
This research is to find the possibility of cooperation between parents and teachers by case study. It tries to help parents realize the importance of being a partner of the teachers and to help teachers deal with the conflicts resulting from inefficient counication between parents and them.
This is a Qualative research by interviewing some teachers and parents and collecting related information, and also assisted the other one method named ex post facto research. Then there are four ways to prove the datas’realize, as practitioner provenance, data provenance, object provenance, and the research worker-selves reflection.
The findings are as follows,
1. The teachers are the important persons to the students and their parents are their mainstays evermore, why the teacher adhered to manage Parent Involvement,
2. By using five multiple strategies of, teachers can successfully cooperate with the parents.
3. The Parent Involvement development had four phases.
4. The Parent involvement can bring the positive influence to students, parents, and teachers.
5. The types of the Parent Involvement that the parents involved were transfered. The deeper they joined the class affairs, the wider they did.
6. There were six problems between the teachers and parents when the teachers managed Parent Involvement.
7. The teachers have to understand the blocks between the teachers and parents, why the parents refused to be involved the class affairs, the ways parents to solve the kids’problems. Then used the ways of teacher-parent cooperation to attend the problems between the teachers and parents.
According the finds, the conciusions are as follows:
1. The teachers have to improve their senses of the multiple changable educational situaiton.
2. When the teachers collected the resouces form the parents, she can share the resouces to the other teachers.
3. The teacher need to inform the next teacher of the parnts when the students are transferred to other classes.
4. The teachers should have to be familiar with the ways and inflences of Parent Involvement.
5. Respeact the parents who couldn’t, refuse, or object to be the educational partner with teacher.

並列關鍵字

Class Affairs ； Parent Involvement

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