| 摘要: | 本研究旨在瞭解學齡前階段家長在父母參與及親子共讀之情形，並深入探討在不同背景變項的家長在父母參與及親子共讀之差異情形以及兩者之關係。研究中採用問卷調查以及半結構訪談等研究方法。其中問卷調查部份以分層比例隨機方式抽取51所幼兒園，共發出766份問卷，有效問卷662份，有效樣本回收率為86.4%；而半結構訪談的家長共6位。根據資料分析結果，本研究的具體發現如下：一、學齡前階段家長在父母參與之情形，在「家庭教育活動參與」層面，以關心孩子的每件事參與最為踴躍；而在「學校教育活動參與」層面，以參加學校舉行的活動和參觀學校的教學成果展為最踴躍。二、學齡前階段家長在親子共讀之情形，在「家長的看法」層面，以家長認為親子共讀可以培養孩子的閱讀興趣的比例佔最高；在「家長的習慣」層面，以提供不同類型的圖畫書給予孩子閱讀的方式為多數家長所使用；而在「家長的困境」層面，以因為害怕唸錯字，所以不敢講故事給孩子聽為家長最大的困境。三、不同性別、年齡、社經地位、家庭型態以及子女數的家長，在父母參與整體層面上均有顯著差異。而在父母參與各層面的分析，不同性別、年齡、社經地位以及家庭型態的家長在「家庭教育活動參與」有顯著差異；不同性別、社經地位、家庭型態以及子女數的家長在「學校教育活動參與」有顯著差異 。四、不同性別、年齡、社經地位以及家庭型態的家長，在親子共讀整體層面上有顯著差異。而在親子共讀各層面的分析，不同年齡、社經地位以及家庭型態的家長在「家長的看法」有顯著差異；不同性別、社經地位、家庭型態以及子女數的家長在「家長的習慣」有顯著差異；而不同社經地位以及家庭型態的家長在「家長的困境」有顯著差異。五、整體父母參與和父母參與各層面與整體親子共讀和親子共讀各層面均有顯著相關。 本研究根據研究結果，分別對家長、幼兒園、政府相關單位以及後續相關研究提出具體建議。
The purpose of this study was to understand the differences of parental involvement and parent-child reading of parents with dissimilar characteristics for preschool years, and to examine the correlation between parental involvement and parent-child reading.Questionnaires and semi-structured interviews were used to obtain the data. Fifty-one kindergartens were selected by stratified random sampling. Seven hundred sixty-six questionnaires were sent, 662 valid questionnaires for the study, and the effective sample returned rate was 86.%.Findings from this study showed:1. For parental involvement, parents highly engaged in ＂Caring everything of their children＂ in ＂Participating family educational activitives＂dimension;on the other hand, in ＂Participating school educational activities＂dimension, parents involved frequently in ＂Participating activities held by school＂ and ＂Learning performance of children in school＂.2. For parent-child reading, the highest proportion of parents believed that parent-child reading could foster children's interest in reading in ＂Parental views＂ dimension;in ＂Parental usual practices＂, parents tended to provide varied picture books for children's reading;furthermore, the biggest difficulty that parents faced in ＂Parents' plight＂ was reading for children, due to afraid of wrong pronunciation.3. Parents with different gender, age, socio-economic status and family type showed statistically significant differences in their involvement in family educational activities;on the other hand, for involving school educational activities, parents with different gender, socio-economic status, family type, and number of children showed statistically significant differences as well.4. For parent-child reading, parents with different age, socio-economic status, and family type showed statistically significant diffrences in ＂Parental views＂;in“Parental usual practices', parents with different gender, socio-economic status, family type, and number of children showed statiscally significant differences;further, parents with different socio-economic status and family type also showed statistically significant differences in ＂Parents' plight＂.5. Overall, significant positive correlations between parental involvement and parent-child reading were found. Finally, according to the findings, the researcher provided some recommendations for parents, kindergartens, government, and further studies. |
