| 摘要: | 隨著全球化的時代來臨，臺灣社會的人口結構也越漸多元化，新移民女性子女就讀國中小人數的增加，國小教師必須面對學生多元文化的家庭背景，以及與為數不少的東南亞的新移民女性家長親師互動。本研究主要在探討國小教師的多元文化素養與新移民女性家長親師互動之現況及相關情形。本研究採取問卷調查法之立意取樣方式，以新竹縣市現職班級級任教師為研究對象，共發放480份問卷，有效樣本394份。研究工具包括「教師基本資料調查表」、「多元文化素養量表」、「國小教師與新移民女性家長親師互動量表」及一開放性問題(老師與新移民女性家長親師互動時所遇到的問題)。所得資料以次數分配、百分比、平均數、標準差、單一樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析、雪費事後比較、皮爾森積差相關、強迫進入法多元迴歸及內容分析法進行分析。本研究結果如下：
一、國小教師的「多元文化素養」總平均值（4.88）顯著高於理論中點(3.5)，表示國小教師的多元文化素養傾向良好。
二、國小教師與新移民女性家長「親師互動」總平均值（3.54）顯著高於理論中點(3)，表示國小教師與新移民女性家長親師互動良好，趨於中上程度。
三、「有無修習多元文化課程」在國小教師的多元文化素養達顯著差異，有修習多元文化課程的教師，其多元文化素養較為良好。
四、「年齡」、「教過新移民女性之子女數」、「有無修讀多元文化課程」在國小教師與新移民女性家長親師互動達顯著差異，年齡「46歲以上」、「教過新移民女性之子女21位以上」、「有修讀多元文化課程」的教師，其與新移民女性家長親師互動較良好。
五、國小教師的「多元文化素養」與新移民女性家長「親師互動」為中度的顯著正相關。
六、國小教師的「教育程度」、「教過新移民子女數：21位以上」及「多元文化素養」三個變項在國小教師與新移民女性家長「親師互動」上有26.8%的解釋力。教過新移民子女數21位以上的教師及多元文化素養較佳的教師與新移民女性家長親師互動之情形較好；而教育程度較高的教師親師互動情形較不佳。
七、國小教師在與新移民女性家長親師互動時所遇到的最大問題為語言文字，其次為新移民女性家長之家庭問題部分，如：家庭教養、家庭社經地位等，此外時間與忙碌、互動管道、學校課業指導、文化價值等因素也會影響親師互動。
最後建議教師積極發展多面向的多元文化素養，持開放心態，主動積極與新移民女性家長互動，以多樣管道進行溝通，並提供新移民女性家長相關語言進修資訊管道；建議學校積極辦理多元文化親職教育活動及講座，鼓勵校內教師們分享與新移民女性家長親師互動的經驗，以及開辦新移民女性家長識字成長班；建議教育行政單位廣開多元文化相關課程，提升準教師們多元文化技能，並鼓勵準教師在學時間建立跨文化的文化夥伴關係；及對未來研究時在研究對象、研究工具、研究變項、研究方法等提出建議，作為未來學術研究上的參考。
The population structure of Taiwan society is more diversification due to globalization. As the numbers of new female immigrant children studying in elementary or junior high school increase, teachers must face not only students from multicultural family background but also interacting with a lot of parents who are female new immigrants from southeast Asia.This research focuses on multicultural literacy of elementary teachers and their interaction with new female immigrant parents. The questionnaires of this research were adopted by purposive sampling and targeted to elementary teachers at Hsinchu County as the research objects. 480 samples in total were distributed and 394 were effective samples. Research instruments included “Teachers’ personal profiles survey”, “Multicultural literacy scale”, “the scale of teachers and female new immigrant parents”, and an open-ended question. ( What’s the problems of the parent-teacher interaction? ) All data were analyzed by frequency distribution, percentage, standard deviation, on sample t-test, independent sample t-test, One-Way ANOVA, Scheffé, Pearson product-moment correlation, multiple regression and content analysis.The results of this research are as follows:
1. The average score of elementary school teachers’ multicultural literacy is 4.88, significantly higher than the theoretical midpoint(3.5). It indicates that elementary school teachers tend towards good multicultural literacy.
2. Total average score of the parent-teacher interaction is 3.54, significantly higher than the theoretical midpoint(3). It indicates that there is a good interaction between elementary teachers and new female immigrant parents tend towards the upper level.
3. Teachers who attended multicultural related courses or not will show a significant difference on multicultural literacy. It indicates that teachers who attended multicultural courses have better multicultural literacy.
4. Age, numbers of new female immigrant children ever taught and attended multicultural related courses ever show a significant difference on parent-teacher interaction. It indicates the age over than 46 years old, teachers who have taught more than 21 kids of new female immigrant parents, teachers who have attended multicultural related courses have a better parent-teacher interaction.
5. A significant positive correlation is found between the elementary school teachers’ multicultural literacy and the parent-teacher interaction.
6. The elementary teachers’ educational level, have taught more than 21 students of new female immigrant parents, and multicultural literacy are the predictors on parent-teacher interaction and have 26.8% variance. The teachers who have taught more than 21 students and have multicultural literacy are better than those who have higher educational level on parent-teacher interaction.
7. The most problems between elementary teachers and new female immigrant parents is language, followed by family problems of these parents like family education, socioeconomic status and so on. In addition, time, busy or not, the way of interaction, schoolwork guide, and cultural value are also the factors to impact parent-teacher interaction.
Finally, teachers are recommended to develop multi-faceted multicultural literacy, interact and communicate with new female immigrant parents positively and proactively with an open mind, and provide them information related to language learning. It is recommended that schools should hold multicultural parenting activities and seminars encourage teachers to share their experiences of interacting with female new immigrant parents, and run Chinese literacy courses for these parents. Suggest educational administrative units to deliver more multicultural related courses for improving prospective teachers’ multicultural skills and encouraging them to build cross cultural partnership. To provide the advices for research objects, instruments, variables and methods for future research. |
