本研究之宗旨在於探究幼兒園教師使用臉書進行親師溝通的方式與其對此溝通方式的看法,以瞭解臉書運用於親師溝通上的適切性與優缺點。因此,本研究以質性研究的方式,訪談九位使用過臉書進行親師溝通一學年以上之經驗的幼兒園教師,其研究結果歸納如下: 一、 臉書因社交功能的即時性與方便性,符合大多使用者的需求,同時也能解決親師因上班時間不定或過於忙碌,以致雙方無法進行有效溝通之問題,進而促成親師使用臉書進行親師溝通的意願。 二、 使用臉書來進行親師溝通,不僅讓幼兒園教師和家長能夠即時掌握到對方與孩子日常活動之動態,同時也能使雙方即時互動與回饋。 三、 臉書能是親師溝通中的一種方式,但不能是親師溝通之唯一管道,若欲使用臉書進行親師溝通,先以建立親師間的信任與默契為優先,而當面溝通、電話訪談和紙本聯絡,依然是幼兒園教師習慣使用的溝通方式。
The purpose of this study is to investigate how the early childhood teachers use Facebook to communicate with parents, and teachers’ perspectives on using Facebook for teacher-parent communication. Therefore, this study uses the qualitative research method and the researcher interviewed nine early childhood teachers who had used Facebook more than a year for teacher-parent communication. The findings are summarized as follows: 1. Due to the immediate and convenient function of the Facebook, most teachers and the parents in the study think that the Facebook can be a tool for effective teacher-parent communication. 2. Facebook help early childhood teachers to communicate with children’s parents in time. Parents can also use Facebook to understand children's daily activities. 3. The Facebook is one way of teacher-parent communication, but not the only way of the communication. Before using Facebook for teacher-parent communication, teachers and parents should trust each other first. In addition, face to face communication, telephone interviews, and communication notebooks are still important for teacher-parent communication.