本研究旨在了解台北市親子館家長親職教育需求以及參與經驗之研究。此研究採問卷調查法，以自編「台北市親子館家長親職教育需求調查問卷」為測量工具，針對入館的家長進行立意抽樣。此研究調查所得資料以描述性統計、單因子變數分析、獨立樣本T檢定、皮爾遜相關分析等統計方式分析，並根據研究結果提出具體建議，作為相關單位推廣親職教育時可參考之資料。本研究獲得結論如下:
一、整體家長對於親職教育的需求以「如何處理孩子情緒」最高，整體需求度都落在「需要」，實施方式的需求則以「團體方式」最高，一般家庭對於親職教育內容需求以「如何處理孩子情緒」為最高，而福利身分家庭對親職教育需求則以「如何指導孩子人際互動的技巧」。
二、家長親職教育需求在家長性別、家長年齡、家長教育程度、家長工作狀況、家庭身分別、子女性別等背景變項有顯著差異。
三、一般家庭與福利身份家庭對親職教育需求並無明顯差異
四、家長參與經驗在家長教育程度、子女年齡等背景變項有顯著差異。
五、「時間無法配合」、「不知有此項服務」為最主要造成家長無法參與親職教育活度的阻礙。
The purpose of this study was to investigate the parental education needs in the parent-Child Center in Taipei City. This study adopts the questionnaire survey method. The self-designed "Questionnaire on Parental Education Needs in the parent-child center in Taipei City " was used as the measuring tool, and the parents who attend the parent-child center are intentionally sampled. The data obtained in this study were analyzed by “descriptive statistics”, “one way ANOVA”, “t-test”, “Pearson’s product-moment correlation”, and those specific suggestions were put forward according to the research results, which can be used as reference materials for the promotion of parental education by relevant units. The conclusions of this study are as follows:
1.Overall, all the parents have the highest needs for the content of parenting education with "how to deal with children's emotions". All the content requirements fall into the "need" category and the implementation demand is in the level of "group activity". The ordinary family have the highest demand for parental education content to "how to deal with children's emotions", while the welfare status family have the highest demand for "how to guide children's interpersonal interaction skills".
2. There are significant differences in parental education needs in such background variables as parents' gender, parents' age, parents' education level, parents' working status, family status and children's gender.
3. There is no significant difference between the ordinary family and the welfare status family in the demand for parental education.
4. Parents' participation experience has significant differences in background variables such as parents' education level and children's age.
5. "Time is not available" and "I do not know the service is available" are the main obstacles to parents' participation in parenting education activities.
