| 摘要: | 本研究以「轉化學習理論」的觀點切入，釐清親師互動的問題與對應，以及探究幼兒園家長運用觀功念恩於親師互動中衝突的轉化學習歷程。研究上主要以半結構深度訪談的方式，蒐集四位福智幼兒園家長的質性資料，以內容分析法進行資料分析，並綜合文獻比較，將研究結果分兩個部分呈現：一、親師互動中衝突的轉化歷程：包括外境—觸發事件的對應面貌、內境—觀點轉化的因應歷程，以及轉化後的具體行動與發展三個階段分別加以呈現。其中在第一階段對應面貌裡，親師衝突是觸發轉化學習的起點，而「我執」是親師衝突背後的主因。在第二階段，從自我覺察到批判性反思的轉化歷程中，觀功念恩是促發轉化學習的關鍵因素，而其中的共學模式賦予了家長更有能力去觀功念恩。在第三階段裡，從做老師的後盾到義工精神的利他善群，即為轉化後的具體行動與發展，並從中討論觀功念恩是親師互動轉化學習的機制。二、親師互動的不定性和轉化學習之間的關係，與「觀功念恩的形成層次」以及「三種反思類型」有關：（一）觀功念恩的形成層次不一，造成「就事論事」、「知易行難」、「知行合一」等親師互動不定性的面貌呈現。最後發現「斷我執」方能達到觀點轉化之知行合一新境界。（二）觀功念恩形成的層次，作用於轉化學習理論中的三種反思類型之於直接轉化的意義基模改變與深層轉化的意義觀點改變，即為家長轉化學習的深度差異。
最後根據研究歷程與結果、研究特色與反思，提供親職教育與心靈教育，以及未來研究之參考與建議。
This study aims to clarify the issues and responses in terms of parent-teacher interaction from the perspective of transformative learning theory, as well as to investigate the transformative learning process of how parents use the way of “Observing Merits and Appreciating Kindness (OMAK)” to face the conflicts generated by parent-teacher interaction. In this study, I collected the qualitative data of four parents whose children are studying Bliss & Wisdom Kindergarten with semi-structured in-depth interview, analyzed the data with content analysis, compared different literatures, and presented the results into two parts:
A.Transforming process of conflicts in the parent-teacher interaction: including three stages of “outer world,” the corresponding aspect that triggers the event; “inner world,” the corresponding process that transforms the standpoint; and the actual action and development after the transformation. For the first stage of corresponding aspect, “parent-teacher conflicts” are the starting point of triggering the transformative learning, and “self-obsession” is the main cause of such conflicts. In the second stage, in the corresponding process of self-awareness and critical reflection, “OMAK” is a key factor that facilitates transformative learning, and the “co-learning model” empowers the parents to fulfill OMAK. In the third stage, I focused on the altruistic ideas from “being the support of teachers” to “volunteer spirit,” which are the actual actions and development after the transformation. From these stages, I expounded that OMAK is how transformative learning works in parent-teacher interaction.
B.Uncertainties of parent-teacher interaction and transformative learning are correlated to “layer-forming of OMAK” and “three types of reflection”:
I.The forming of OMAK is inconsistent and thus present different layers of ideas, such as “taking matters on its own merits,” “To Know is Easy, but to Do is Difficult,” and “unity of knowing and doing.” Eventually, I found that only “casting off self-obsession” can transform the standpoint and reach the new realm of unity of knowing and doing.
II.The forming of different layers of OMAK, which are applied to the change of meaning schema derived from straightforward transformation and change of meaning perspective derived from profound transformation in the three types of reflection of the transformative learning theory shows how the parents develop transformative learning in different levels.
Finally, based on my journey of study as well as the results, study features, and my reflection, I provide advices and suggestions for future researches of parenthood education and mental education. |
