一所都會型公立實驗學校家長教養觀、家長參與及資本運用研究
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2022
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實驗學校近年在臺灣備受家長和學生青睞，然而實驗教育相關研究以探討教育理念、法令制度、課程與教學實踐為主，較少關注家長如何參與子女的教育及可能面臨的問題。因此本研究採取個案研究取徑，以一所都會型的公立實驗國中作為研究場域，針對家長、學生及教師進行訪談，並蒐集相關文件，藉此瞭解個案實驗學校家長的教養觀、家長參與方式，以及如何運用資本以確保孩子的學習歷程順遂，最後提出結論與建議。研究結果發現：一、實驗學校家長認同實驗學校探索式教育的理念，但受限於升學考試制度，在追求適性發展和文憑價值之間反覆拉扯。二、實驗學校的家長參與係藉由家長跟教師、同儕家長及孩子的互動關係，促使孩子兼顧多元學習和升學表現。三、積極動用各項資本的家長，有助於為孩子創造學習機會，增進其教育優勢。根據上述結論，本研究提出以下建議：
一、對教育政策及實驗學校的建議
(一) 實驗學校宜與不同背景的家長分享參與實驗教育的方法。
(二) 教育主管機關和實驗學校持續宣揚實驗教育的理念及特色。
二、對家長的建議
(一) 實驗學校家長可積極建立人際網絡，善用社會資本增進家長參與之成效。
(二) 實驗學校家長宜配合學校教育理念，鼓勵孩子多元探索。
三、對未來研究的建議
(一) 資料蒐集方法宜納入參與觀察，以深入瞭解家長參與的實際情形。
(二) 可針對不同型態的實驗教育進行跨場域的比較。
(三) 可進一步分析國中三年期間家長參與和資本運用的轉變。
(四) 可針對實驗學校學生各階段的升學選擇進行深入探討。
Experimental schools have been popular among parents and students in Taiwan in recent years. However, most studies on experimental education have focused on educational philosophy, legal system, curriculum, and teaching practice, and few have examined parental involvement in their children’s education and the problems they may encounter. Therefore, this case study explored the parental beliefs, parental involvement, and capital employed for safeguarding children’s learning in a metropolitan public experimental junior high school. Interviews were conducted with parents, students, and teachers, and relevant documents were collected. Conclusion and suggestions were proposed according to the following research results:1. The parents of the experimental school agreed with its exploratory education principle but were torn between adaptive development and credentialism because of the academic examination system.2. The parents participated in the experimental school education by encouraging children to pay attention to both diverse learning and academic performance through parent-to-teacher, parent-to-parent, and parent-to-child interactions.3. The parents who actively employed various capital to create learning opportunities for their children, enhancing their advantages in education.According to these results, the following suggestions were proposed: 1. For education policy makers and experimental schools: (1) Experimental schools should share methods to involve in experimental education with parents of various backgrounds. (2) Educational authorities and experimental schools should continually promote the philosophy and features of experimental education. 2. For parents: (1) Parents of experimental schools are advised to actively build interpersonal networks and employsocial capital for further involvement in experimental education.(2) Parents of experimental schools are advised to encourage their children to participate in diversified explorations in coordination with the philosophy of the experimental education.3. For future studies:(1) Data should be collected through participant observation to understand the current condition of parental involvement in further depths.(2) Study and compare different types of experimental educational institutions at the same time.(3) Further analysis should be conducted on the changes in parental involvement and capital employed across the 3 years of junior high school education.(4) The options of further studies chosen by students in the experimental school at various stages can be explored in further depths.
Experimental schools have been popular among parents and students in Taiwan in recent years. However, most studies on experimental education have focused on educational philosophy, legal system, curriculum, and teaching practice, and few have examined parental involvement in their children’s education and the problems they may encounter. Therefore, this case study explored the parental beliefs, parental involvement, and capital employed for safeguarding children’s learning in a metropolitan public experimental junior high school. Interviews were conducted with parents, students, and teachers, and relevant documents were collected. Conclusion and suggestions were proposed according to the following research results:1. The parents of the experimental school agreed with its exploratory education principle but were torn between adaptive development and credentialism because of the academic examination system.2. The parents participated in the experimental school education by encouraging children to pay attention to both diverse learning and academic performance through parent-to-teacher, parent-to-parent, and parent-to-child interactions.3. The parents who actively employed various capital to create learning opportunities for their children, enhancing their advantages in education.According to these results, the following suggestions were proposed: 1. For education policy makers and experimental schools: (1) Experimental schools should share methods to involve in experimental education with parents of various backgrounds. (2) Educational authorities and experimental schools should continually promote the philosophy and features of experimental education. 2. For parents: (1) Parents of experimental schools are advised to actively build interpersonal networks and employsocial capital for further involvement in experimental education.(2) Parents of experimental schools are advised to encourage their children to participate in diversified explorations in coordination with the philosophy of the experimental education.3. For future studies:(1) Data should be collected through participant observation to understand the current condition of parental involvement in further depths.(2) Study and compare different types of experimental educational institutions at the same time.(3) Further analysis should be conducted on the changes in parental involvement and capital employed across the 3 years of junior high school education.(4) The options of further studies chosen by students in the experimental school at various stages can be explored in further depths.
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實驗教育, 家長參與, 經濟資本, 文化資本, 社會資本, experimental education, parental involvement, economic capital, cultural capital, social capital