家人關係主題教學對高中生親子互動之影響

Abstract

本研究旨在瞭解高中階段青少年親子互動態度與行為的現況，發展「家人關係」之家政課程，並探討家人關係課程之實施對高中階段青少年親子互動態度與行為改變之成效。 本研究採準實驗研究法，以金門縣某高中一年級四個班在學學生共140位學生作為研究對象，分為實驗組與控制組。實驗組(n=70)接受每週一次，每次100分鐘共四週的「家人關係課程」，而控制組則不介入任何實驗處理。在課程介入前、後一週分別對實驗組與控制組進行「親子互動問卷」的前、後測，以瞭解教育介入之教學成效。在家人關係課程進行中，同時使用「學習單」、「各單元的課程回饋表」，作為評估與紀錄實驗組學生學習的表現與概況、對課程活動內容的收穫與感受以及家庭作業的實際執行狀況。研究結果所示如下: 一、高中階段青少年的親子互動態度目前狀況為積極中上的程度；而親子互動行 為目前狀況為中上程度，皆有加強的空間，尤其是在問題解決面向上顯然需 要再增進親子間衝突解決的能力與溝通技能。 二、實驗組學生在親子互動態度量表與親子互動行為量表之後測得分上皆顯著高 於控制組學生，顯示家人關係課程可以增進學生親子互動的態度與行為。 三、家人關係課程介入後，實驗組學生之親子互動態度與行為的改變成效，並不 會因為學生的性別而有所差異，表示家人關係課程對於不同性別之學生都有 效；此外，對於實驗組學生親子互動態度也不會因為學生的家庭結構型態而 有所差異，但對於實驗組學生親子互動行為的改變成效上唯獨「生活參與」 面向，雙親家庭會優於其他類型的家庭之外，其他面向都不會因為學生的家 庭結構而有差異。 最後，依據上述結論，研究者針對高中階段青少年及其家長、家人關係課程推動與未來研究等三方面提出具體建議，以提供家庭及學校教育機構及政府相關人員參考。

This study focused on senior high school adolescents’ attitude and behavior in parent-child relationship. Home Economics courses about “Family relationship”was developed, and the effects of this courses on senior high school adolescents’ attitude and behavioral changes in parent-child relationship were examined. The method of this study was quasi-experimental design. 140 students from four first-grade classes in a senior high school in Kinmen City participated in the experiment.These participants were divided into the experimental group and the control group. The experimental group (n=70) was given a 100-minute “parent-child relationship courses for senior high school students” once a week, and the control was given no intervention.To understand the effectiveness of the program, both groups of students were asked to fill out the “questionnaire on parent-child interaction” one week before and after the experiment. During the courses, “learning sheets” and “course feedback forms” were used to evaluate and record participants’ learning conditions, performance, dialogues in class, feedbacks, and accomplishment of assignments. The results were as follows: 1. Adolescents in the senior high school stage tended to have the standard above average of attitude towards parent-child interaction; their behavior in parent-child interactions tended to be kept the standard above average,all have room to be improved. Especially,on the “solves problem”obvious need to reinforce the ability of parent-child solving problems and communication skills. 2. Students in the experimental group scored significantly higher than those in the control group in the post-test of parent-child interaction attitude and behavior,suggesting that the developed family relationship courses could improve students’ attitude and behavior in parent-child interactions. 3. After intervention of the family relationship courses, students’ attitude and behavioral changes in parent-child interactions did not vary by their gender, meaning that the developed family relationship courses was effective for all adolescents no matter their gender. More over, students’ attitude changes in parent-child interactions also did not vary by their family structure ,but students’ behavior changes in parent-child interactions vary only by aspect of “life involvement”, parents is superior to any other type family,other aspects did not vary by their family structure. Finally, based on the above conclusions, this study also provided specific suggestions regarding senior high school adolescents, promotion of family relationship courses,and future research, which could be a reference for families, schools, and authorities concerned.