| 摘要: | 本研究旨在探討臺北市國民小學一般智能資優班家長參與學校教育、教育期望與親子關係的現況及之間的關係，並探討不同個人及家庭變項的一般智能資優班家長在參與學校教育、教育期望及親子關係方面的差異。
本研究採用問卷調查方式進行，研究對象為台北市國民小學一般智能資優班家長及其子女。抽樣人數394人，回收問卷381份，有效問卷371份，可用率為97.4％。研究工具為研究者編製的「國民小學父母教育期望與參與學校教育調查問卷」及「親子關係量表」。調查所得資料以SPSS統計套裝軟體進行描述統計、t考驗、單因子變異數分析及皮爾遜積差相關等統計方法處理。
根據研究結果的分析與討論，本研究獲得以下結論：
一、 就「參與學校教育」方面：主要是在「監護者與家庭教師」層面；作為「倡議者與決定者」的家長最少。
二、 就「教育期望」方面：家長對其子女「品德及人際」的期望最高；其次是「學業及成就」期望。
三、 就「親子關係」方面：關係皆在中等以上，最好的是「情感、
溝通交流」；最後是「獨立自主」。
四、 一般智能資優生家長參與學校教育會因為「子女就讀年級」、
「家庭結構」、「父母性別」等因素影響而有顯著不同
五、 雙親家庭的家長對子女的「品德及人際關係」期望得分高於
單親家庭的家長。
六、 一般智能資優生家長與其子女的親子關係會因子女性別、子女
就讀年級的不同而有不同。
七、 一般智能資優生家長參與學校教育與教育期望間呈現正相關。
八、 一般智能資優生家長參與學校教育與親子關係間呈現正相關。
九、家長對其子女的「學業及成就」期望與「親子關係」中的「民主互信」層面，呈現
顯著負相關。
依研究所得結論，建議如下：
壹、對台北市一般智能資優教育主管機關的建議
一、主管機關責成學校提供家長參與層面進入「支持者與協助者」及
「倡議者與決定者」。
貳、對國民小學學校人員的建議
一、善用家長對教育的高期望，鼓勵家長參與學校教育的層面進入「支持者與協助者」
及「倡議者與決定者」。
二、加強品德教育，滿足家長對學生品德與人際關係的期望。
三、鼓勵六年級家長多參與學校教育。
四、對六年級家長多提供親職教育機會。
參、對資優生家長的建議
一、家長應瞭解參與學校教育的好處，多參與。
二、家長參與學校教育，不應隨子女年齡增加而減少。
三、鼓勵父親能多參與子女的教育。
四、親子關係的營造，家長應特別注意與兒子的關係。
五、親子關係的營造，家長應特別注意與年齡較大孩子的關係。
六、建立適度的教育期望，依孩子的表現不斷的修正期望水準。
The purpose of this research was focused on exploring the current status of Taipei elementary school education , its expectation ,and parents-children relationship and also studying the deviation of individuals and home variables of the gifted and talented children’ Parents involved in Taipei elementary school education , expectation ,and parents-children relationship.
This research was conducted using a questionnaire survey aiming at Taipei elementary school, the gifted and talented children and their parents, with a sampling size of 394 volunteers and withdrew 381 copies thereof effective 371, availability 97.4％. The research tool includes elementary schools Parents’ expectation ＆school education questionnaire and parents-children relationship scale model, which was compiled by this researcher, and the collected income data used for descriptive statistics through SPSS package, t-test , one-way variance analysis, and Pearson product-moment correlation methods .
According to the research analysis and discussion, it comes to the conclusions as following：
一、As for participating school education, it mainly plays the roles of guardian and tutor, to the least of the initiator and the decision-maker.
二、With respect to education expectation, parents are expected to their children’ virtue and interrelationship the most , followed by expectation of they study and achievement .
三、Regarding parents-children relationship, almost are beyond the average, the best is emotion communication , and independence the last .
四、Owing to affecting variables such as children grade, family structure , parents gender etc. , the effects vary significantly .
五、Dural-parents expectation for their children on virtue and interrelationship scored higher than that of Single parents.
六、The relationships between gifted children and their parents vary, depending on children gender and grade .
七、The relationships between parents involved of gifted and talented children’ in school education and education expectation is positively correlated.
八、The relationships between parents involved of gifted and talented children’ in school education and parents-children interrelationship is positively correlated
九、The relationships between parents expectation for their children on studying＆ achievement and democratic trust in parents-children interrelationship is positively correlated.
Based on conclusions of the research , it will be suggested as following：
I Suggestions for Taipei gifted and talented education authorities
一、The education authorities should encourage schools to provide parents to be involved as a supporter and assistant , a initiator and decision-maker.
II Suggestions for elementary schools executive ＆ staff：
一、Take advantage of parents’ high expectations in education, encourage parents t be involved in school education as a supporter and assistant , a initiator and decision-maker.
二、To advance virtue education to meet parents’ high expectations in students
virtue and interrelationship.
三、To encourage grade 6 students’ parents participation in school education.
四、 Provide grade 6 students’ parents with parenting education.
III Suggestions for gifted and talented children’ parents
一、The gifted and talented children’ parents should participate in school education
as possible.
二、The gifted and talented children’ parents should participate in school education ,
not diminishing while children ages growing up.
三、To encourage fathers participating school education.
四、With respect to establishing parents-children relationship, parents should
specifically take care of those with sons.
五、With regard to establishing parents-children relationship, parents should
specifically take care of those with older children.
六、To expect school education appropriately , modify the expectance continually
according to children’ performance. |
