本研究旨在了解南投縣埔里鎮某國小教師應用通訊軟體LINE與LINE@群組進行親師溝通的現況與效益，並探討因疫情停課前後，國小教師利用LINE與LINE@官方帳號進行親師溝通內容的差異情形。為達研究目的，首先蒐集並閱讀相關資料及文獻，以建立本研究之理論架構，接著採用文獻分析法及深入訪談法等質性方法進行研究，並訪談有使用通訊軟體LINE及LINE@官方帳號與家長進行親師溝通經驗之低年級導師三人、中年級導師三人、高年級導師三人，透過與九位受訪者深度訪談後，將資料進行分析與統整，提出具體結論。 研究發現：壹、 教師使用通訊軟體LINE(LINE@)與家長溝通的現況一、 疫情停課後，教師使用通訊軟體LINE(LINE@)與家長溝通的意願比疫情停課前提高許多。二、 親師使用通訊軟體LINE(LINE@)的能力提升。三、 通訊軟體LINE(LINE@)成為親師溝通不可或缺的管道。貳、 教師使用通訊軟體LINE(LINE@)與家長溝通的困境一、 文字訊息無法傳遞非語言元素。二、 過度依賴通訊軟體溝通。三、 LINE@官方帳號降低免費群發訊息則數。 研究建議：壹、 對教師的建議一、 教師需要具備創新的思維與積極的態度二、 制定班級群組的規範三、 建立多元溝通管道，避免過度依賴通訊軟體貳、 對通訊軟體LINE的建議一、 與教育界合作，開發教師專屬功能二、 建立LINE與LINE@官方帳號直接分享資訊的功能三、 LINE@官方帳號能夠提供教師族群專屬優惠方案 The purpose of this study is to understand the current situation and benefits of using the communication software LINE and LINE@ official account for parent-teacher communication in a certain elementary school in Puli Township, Nantou County. It also aims to explore the differences in parent-teacher communication content through LINE and LINE@ official account before and after the school closure due to COVID-19. To achieve the research objectives, relevant data and literature were collected and reviewed to establish the theoretical framework of this study. Qualitative methods such as literature analysis and in-depth interviews were employed to conduct the research. Three lower-grade teachers, three middle-grade teachers, and three upper-grade teachers who have experience using the communication software LINE and LINE@ official account for parent-teacher communication were interviewed. After conducting in-depth interviews with the nine participants, the data were analyzed and synthesized to draw specific conclusions. The findings of this study were summarized as follows: The current status of teachers using the communication software LINE (LINE@) to communicate with parents.1. After the school closure due to the COVID-19, teachers have shown a significantly increased willingness to use the communication software LINE (LINE@) to communicate with parents compared to before the school closure.2. Teachers have improved their ability to use the communication software LINE (LINE@) for parent-teacher communication.3. The communication software LINE (LINE@) has become an indispensable channel for parent-teacher communication. Challenges faced by teachers using the communication software LINE (LINE@) for parent-teacher communication.1. Text messages cannot convey non-linguistic factors.2. Overreliance on the communication software for communication.3. Reduction in the number of free broadcast messages allowed by LINE@ official account. The recommendations of this study were summarized as follows:: Recommendations for teachers:1. Teachers need to possess innovative thinking and a proactive attitude.2. Establish guidelines for LINE (LINE@) class group.3. Establish diverse communication channels to avoid overreliance on communication software. Recommendations for the communication software LINE:1. Collaborate with the education sector to develop exclusive features for teachers.2. Enable direct sharing of information between LINE and LINE@ official account.3. Provide special offers and benefits specifically designed for teachers through LINE@ official account.
