公辦民營實驗教育國中的親師互動與教師策略

Abstract

教育的改革與家長選擇權的興起，都讓實驗教育在我國的教育中佔有一席之地，實驗教育在教育上都具有不同的基礎理念，由這些基礎理念再發展出各式實驗教育的體系。而會選擇實驗教育的家長與學生，多是認同該校理念而選擇就讀，在這樣的前提之下，家長與教師的關係與普通學校有著不同的呈現。本研究選取中部某公辦民營實驗教育國中作為研究場域，以該校導師、學務主任、輔導室主任與專輔教師為研究對象，進行為期一年的訪談、參與觀察與文件分析等方式蒐集資料。而後進行質性的資料分析，歸納出以下幾點結論：壹、實驗教育國中親師互動的主要特色為家長認同學校理念、與教師有深化交流，親師雙方擁有協作的合夥人關係。貳、實驗教育國中教師與家長的互動關係緊密，促使教師具有多元的角色，但也導致教師工作與生活的界線變得模糊。叄、實驗教育國中親師互動的困難主要來自理念實踐的落差，但也不乏受到家庭參與程度及教養觀念差異的影響。肆、實驗教育國中教師展現積極的策略面對親師互動，包含主動溝通協商、團隊協作支持、回歸核心理念的對話模式，但也存在因家長背景和溝通方法所造成的限制。伍、實驗教育國中親師互動主要受學校制度與教師同儕的影響，至於政策法規僅提供家長參與的依據，在實際運作中仍存在落差與模糊空間。Educational reform and the rise of parental choice have granted experimental education a significant role in Taiwan's educational landscape. Each experimental education model is grounded in a unique set of core philosophies, from which various systems of experimental schooling have evolved. Parents and students who choose such schools typically do so because they identify with the school's guiding principles. Under such circumstances, the relationships between parents and teachers differ notably from traditional public schools.This study focused on a publicly funded, privately operated experimental junior high school in southern Taiwan. The research participants included homeroom teachers, administrative directors, and counseling staff. Data collection spanned approximately one year and employed participant observation, in-depth interviews, and document analysis. Following conclusions are drawn from this qualitative research：1.A key characteristic of parent-teacher interaction in experimental junior high schools is that parents tend to align with the school’s educational philosophy and engage in deep communication with teachers, forming a collaborative partnership. 2.The close interactions between teachers and parents in experimental junior high schools lead teachers to take on multiple roles, which in turn blurs the boundaries between their professional and personal lives. 3.Difficulties in parent-teacher interactions primarily stem from gaps in the implementation of educational ideals, but are also influenced by varying levels of parental involvement and differences in parenting philosophies. 4.Teachers in experimental junior high schools adopt proactive strategies in managing parent-teacher interactions, including direct communication and negotiation, team-based collaboration, and value-based dialogue. However, these efforts are sometimes constrained by differences in parental backgrounds and communication approaches. 5.Parent-teacher interactions in experimental junior high schools are mainly shaped by school structures and peer collaboration among teachers. While policies and regulations provide a legal basis for parental involvement, there remain discrepancies and ambiguities in actual implementation.