從幼兒園聯絡簿探究親師關係

Exploring Parent-Teacher Relationship from Contact Books in Preschools

本研究運用內容分析法，分析75本國內幼兒園聯絡簿，探究親師雙方在聯絡簿中所傳遞的外顯內容及潛藏訊息，以瞭解幼兒園親師關係的樣貌。研究發現，幼兒園教保服務人員在聯絡簿中的留言包含「分享幼兒在園內生活與學習狀況」、「告知幼兒的問題行為」、「提醒並感謝家長配合」、「提供教養知能」及「呈現讀寫算與英文課程內容」等；家長的留言包含「分享幼兒在家生活狀況」、「提醒並感謝教師協助」、「請教教養技巧」及「請教師加強幼兒的讀寫算技巧」；潛藏在這些外顯內容之下傳遞著「親師視彼此為教養幼兒的重要關係人」、「教師尋求家長的肯定與放心」及「教師是幼兒教養專家」的訊息，也展現出幼兒園親師關係乃夥伴關係與顧客關係共存之樣貌。文末提出未來研究之建議。

This research aims to explore the parent-teacher relationship from the preschool contact books. Content analysis was applied to analyze the exhibited content and the hidden messages of seventy-five contact books from children of different ages and areas of Taiwan. The results show that teachers use several methods to communicate with parents in contact books, including sharing child's life and learning situation in school, informing child's negative behaviors, reminding as well as appreciating parent's cooperation, providing knowledge and skill about parenting, and presenting learning content. On the other hand, parents leave messages such as sharing child's life at home, reminding as well as appreciating teacher's assistance, consulting parenting skill, and demanding teachers to enhance child's abilities of three R's and English learning. Two main hidden messages were conveyed underneath those exhibited communication content, including (1) teachers and parents consider each other as important partner in raising children, (2) teachers make great efforts in seeking parental affirmation and reassurance, (3) teachers are considered as early childhood education experts. The finding shows partnership and customer relationship coexist between teachers and parents. Based on the results of this study, suggestions for future related researches are provided respectively.