本研究主要是以高級中學學生家長為對象，探討學生家長對於學校親職教育的態度及實施做法，並探討相關背景變項的差異性，藉以提出實施親職教育之建議，以提供相關單位做參考。 本研究提出的研究目的如下： 一、瞭解高級中學學生家長對實施親職教育的認知及重視程度。 二、瞭解高級中學學生家長實際參與親職教育的情形與成效滿意度。 三、探討高級中學學生家長對學校親職教育內容與方式之實施做法。 四、根據研究結果，提出推動親職教育之建議。 本研究以問卷調查的方式，針對基隆市、台北市、台北縣及桃園縣四縣市高級中學共二十一所高級中學581住高級申學學生家長進行調查，問卷調查資料以次數分配、百分比、卡方考驗、變異數分析，進行統計分析，其獲得的結果如下: 一、多數的家長對於親職教育的認知，大都抱持正面及肯定的態度。 二、多數的家長對於親職教育的重視程度，也為正面及肯定；不同背景變項中，有部分達到顯著性差異，包括有:家長的不同學歷、婚姻狀況，在親職教育重視程度上有達到顯著性差異。 三、高級中學學生家長參與學校親職教育活動之情形，普遍都不理想，而且在頻率次數上，都較幼兒、學童時期家長少了許多；其代表參加者，大都是由母親代表;而無法參加親職教育活動者，大都是因為作息時間無法配合及工作忙碌。 四、高級申學學生家長對於親職教育方式、內容及時段安排之成效滿意度，多數家長是滿意的，不過，在時段安排上，其比例略低於方式及內容部分，其原因與家長作息時間不能相配合有關。 五、高級中學學生家長對於親職教育內容之實施做法，以「了解青少年各階段的心理發展及溝通技巧」之需求度最高。 六、家長較偏好的親職教育個別方式及團體方式，分別是：「級任導師以電話進行家庭訪問」、「舉辦家長座談會」。 七、高級中學學生家長較希望利用假日的白天進行親職教育活動，時間以兩小時最佳，每學期辦理兩次，印發的親職教育刊物以月刊為主，舉辦地點以學校室內場所較好。 八、不同背景變項，對於親職教育之實施做法有部分達到顯著性差異。其達到顯著性差異者有：家長不同年齡，在進行時間上有達顯著性差異；家長不同學歷，在親職教育刊物上有達顯著性差異；家長不同婚姻狀況，在時段安排上有達顯著性差異；子女就讀學校性質不同的家長，在親職教育內容、時段安排、進行時間、發行刊物及活動地點上，有達到顯著性差異；子女就讀不同年級的家長，在親職教育內容及時段安排上有達到顯著性差異。 根據以上的分析，對未來高級中學親職教育提出以下之建議： 一、學校事前的完善規劃。 二、增強教師在親職教育知識及溝通技巧上的專業。 三、鼓勵父親多參加親職教育活動。 四、鼓勵家長參加有深度的團體討論活動。 五、家長應積極參與學校的親職教育活動。 六、未來研究上的建議。 / The major purpose of this study is to explore the different attitudes and needs of high school students' parents on parent education based on their background variables such as sex, marital status, education background, age, and other related variables. The purposes of this study are: 1. To understand the degrees of recognition and participation of high school students' parents on parent education. 2. To examine the participating conditions and satisfactory level of high schools' students' parents on parent education. 3. To explore the parents' opinions regarding curricular contents and implementing methods on parent education. 4. To propose recommendations based on the findings for future study and implementation of parent education. This study is conducted by the survey method. Questionnaires are sent to 21 high schools and vocational high schools' parents of students. Frequency distributions, Chi-square test, and ANOVA are used for data analysis. The major findings of this research are as follows: 1. Most of the parents give positive recognition and response to parent education sponsored by senior high schools. 2. Most of the parents have positive and supportive attitude on parent education. There are significant differences among parents' opinions based on different background variables, including education background, marital status, and attitude on parent education. 3. The involvement extent of the parent education activity is beyond expectation. Especially the participation frequency is less than pre-school education's parents; most of the participators are mothers. 4. The majority of parents feel satisfied about the education patterns, contents, studying time arrangement; but less satisfied in studying time arrangement since they are not able to synchronize themselves with it. 5. Parents are eager to learn the topic of "The physical development and communicative techniques of young adults". 6. Parents show theirs preferences when implementing in individual method and group format. In individual format, "phone-call interview by class advisors" is preferred; In group format, "parent meeting teacher" is preferred. 7. Parents prefer the school to progress the parent education activities twice a semester at the daytime of holiday. Parent education publication is prefer to be published monthly and the place of holding is hoping to be indoors. 8. There are several significant differences about implementing methods among parents under different background. Parents that with different ages have difference opinions on time arrangement. Parents with Children studying in different kind of schools have different opinions on time arrangement, progressing hours, publication, and activity holding locations; parent with children in different grades have different opinion on curricular content and time arrangement. Based on the findings above, suggestions for future high schools' parent education implementation are as follows: 1. The school should make whole planning ahead before parent education implementation. 2. The teachers should be reeducated for purposing professional knowledge and communicative skills of parent education. 3. Parents should be encouraged to involve more frequently in activities of parent education. 4. Parents should be encouraged to participate in deep group discussion activities. 5. Parents should be motivated to join the parent education activities that hold by school.

本研究旨在以活動理論為分析架構，探究家長參與研究者自編「家長手作方案」課程的過程中，學習社群的變化以及產生矛盾現象之原因，最後提供解決方式，做為日後親職教育課程之參考。 本研究以台灣北部某私立幼兒園四位家長為研究對象，採行動研究方法。歷經三個月共九次課程之實驗。根據活動理論中的七個組成要素，包含主體（subject）、目標（object）、社群（community）、工具（tools）、規則（rules）、分工（division of labor）以及結果展現（outcome），分析「幼兒親職教育方案」在活動系統中展現與實施之歷程，以及過程中所遇到之矛盾現象。 本研究資料蒐集透過課程觀察記錄、實際課程運作情況、LINE網路社群對話紀錄以及訪談資料，並採用MAXQDA軟體進行分析，透過持續進行資料與概念的比較，找出核心概念，最後總結出研究的結果。經過資料蒐集、分析與詮釋，研究發現如下: 一、「家長手作方案」活動系統各要素環環相扣、相互交織，能系統性解 決活動進行中的矛盾現象，讓課程得以順利進行、有效落實親職教 育。 二、「家長手作方案」對家長學習之影響，包含家長手作特性、親子互動 模式以及家長在學習過程中自我的轉變等變化，透過本方案有效改變 家長落實親職教育之態度。 三、親職教育的新角度-以學習社群介入親職教育，不僅增加成員間的凝 聚力與認同感，更有效提升成員的學習成效。 四、透過網路學習社群的輔助，與教學虛實合一，能促進家長的交流與課 外聯繫，提升家長的學習效能。 透過活動理論發現，以學習社群方式進行親職教育，有助於提升家長親職效能、情緒抒發與經驗分享；運用網路學習社群的輔助，建立成員間更深厚的凝聚力與認同感，彼此鼓勵與支持，在教育孩子路上攜手結伴同行。 / Using activity theory as a structure, the purpose of this study was to investigate the change and the reasons of conflicts occur during the parents engaged in the “hands-on project” curriculums developed by researcher. The solutions were provided as references for future parental education curriculum development. Participants are four parents of a private kindergarten in northern Taiwan. This research is an action research. Within three months, there are total nine times of courses. According to activity theory, there are seven elements including subject, object, community, tools, rules, division of labor and outcome. Using these elements, this study analyze the presentation, process and problems showed during “early childhood parental education program”. The data included observation of the classroom when the courses were given, the conversation record on an instant messenger called “Line”, and the record of interview. With MAXQDA as an analysis tool, the data were compared over and over until the main concepts were clear enough. The results showed that: 1.The elements in “early childhood parental education program” were linked with others so that it could solve the contradiction during the activities systematically. 2.The influences of “early childhood parental education program” included the change of parents’ handwork habits, the model parents interact with their child and the self-development during the learning process. Through this project, the attitudes of parents toward childhood parental education have been changed. 3.This new way –learning community in parental education— not only gains the members’ sense of identification to the group but helps them learn more efficiently. 4.With the web-based learning community after school can promote the interaction between parents, also facilitate the learning efficiency of parents. Overall, through activity theory and using learning community in parental education could raise parents’ parental efficiency, release their emotion and share experiences with each other in the group. With web-based learning community can gather the group members and construct their sense of recognition to the group. Thus, the group members can help with each other and conquer difficulty in the process of education.

本研究以美國心理學會（APA）暴力預防處與美國幼兒教育協會所共同發展的ACT親職教育方案（Adults and Children Together- Raising Safe Kids Program）為範本，將一個在美國與世界各地發展將近15年的方案首度引進臺灣並應用於臺灣的家庭中，期待能夠藉由這一套社會認知取向的預防性介入「ACT親職教育方案」來增進父母的親職教養態度與知識，降低父母親的親職壓力，並進一步了解親職壓力與兒童行為問題的關聯性。 研究參與者為30位育有0-12歲孩子的父母，其中15位家長接受為期8週的ACT親職教育團體作為實驗處理，另外15位家長則未接受任何處理，有效樣本共23位，實驗組家長12位，對照組家長11位。本研究採用親職壓力量表簡式版與兒童行為檢核表實施前、後測，並針對實驗組實施三個月後的追蹤測量並輔以質性問卷蒐集更完整的資料。 本研究採用無母數統計法Wilcoxon等級檢定與Mann-Whitney U檢定，檢驗親職壓力感受在前測、後測及追蹤測量之間的差異，另以Spearman相關分析檢視親職壓力與兒童行為問題之間的關聯性。研究結果顯示，ACT親職教育為實驗組家長帶來正向的影響發生在三個月後的追蹤測量，特別是在「困難兒童分量表」的親職壓力上有顯著的改善，且親職壓力總分與兒童行為整體問題呈現高度正相關。 / This study investigated whether the ACTdults and Children Together: Raising Safe Kids (ACT-Rprogram causes effects on reducing parenting stress and examined the correlation between parenting stress and child behavioral problems. The ACT program, developed by American Psychological Association in collaboration with the National Association for the Education of Young Children, is a child maltreatment prevention program for parents of young children. Twenty-three parents having children aged 0-12 completed the Parenting Stress Index-Short Form (PSI-SF) and Child Behavior Checklist (CBCL). Twelve of these parents took part in eight-week ACT-RSK program and learned effective parenting including child development, anger management, social problem-solving skills, non-violent discipline and effects of violent media on children. The remaining eleven parents were placed on the wait listreceived treatment as usual. Wilcoxon signed rank test and Mann–Whitney U test were used to respectively compare the intra-group data and inter-group data. Results indicated a positive impact especially on the difficult child subscale of parenting stress during three-month follow-up. Qualitative data collected through open questions in three-month follow-up questionnaire also demonstrated that parents perceived numerous benefits to the ACT-RSK program and felt less stress in the area of parent-child interaction.