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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G91NCCU0822012 |
| Creators | 馮潔瑩, Feng, Chieh-Ying |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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