Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87146
Title: 臺灣社教體系中的家庭教育發展歷程
The developmental trajectories of family education in social educational systems in Taiwan
Authors: 周麗端
Li,Tuan Chou
陳芳茹
Chen, fang-ju
Keywords: 家庭教育
生命歷程理論
軌跡
轉捩點
Family Education
Life Course Theory
Trajectory
Turning Point
Issue Date: 2007
Abstract: 臺灣社教體系中的家庭教育發展歷程 摘要 本研究旨在探討臺灣社教體系中,家庭教育發展的歷程,並以生命歷程理論為研究之分析架構。研究資料蒐集的主要方法採用歷史研究法之文件、數量紀錄及口述歷史三種,進行資料之蒐集。口述史接受訪談人士,包括曾擔任或現職為家庭教育中心工作人員、社教單位主管及學界人士,共有十一位。 臺灣社教體系中家庭教育發展的軌跡依轉捩點,區分為三大階段,分別為「親職教育」推展階段(1986年至1998年)、「學習型家庭」推展階段(1999年至2003年)、「家庭教育法治化及專業化」推展階段(2003年之後)。以生命歷程理論分析這三大階段的家庭教育發展,重要發現如下: 一、 家庭教育措施的連續性 家庭教育措施的延續,可分為推展體系建置的延續性及推展內涵的延續性。 (一)家庭教育推展體系建置的延續性 1.行政體系的建置:從1986年試辦親職教育諮詢中心,持續至2003年之後,依法陸續設立各縣市家庭教育中心為二級單位。 2.推廣諮詢活動:從1986年以來的被動方式,至1999年學習型家庭階段則化為主動。 3.專業人員及志工培訓:三個階段皆持續辦理。 4.推展機構:由親職教育階段的初期,從委重學校發展為結合社會教育體系、學校體系、民間組織及媒體的完整宣導網。 5.課程教材研發:從親職教育推展階段的缺乏,到學習型家庭教育階段開始大量研發,持續至今。 6.立法:家庭教育法於親職教育階段開始草擬,於學習型家庭階段立法通過,家庭教育法治化及專業化階段持續公布相關子法 7.評鑑:親職教育推展階段以來實施的家庭教育單獨訪視評鑑,於立法通過後納入教育統籌評鑑,並積極表揚家庭教育人員及團體。 (二)家庭教育推展內涵的延續性:1986年以來著重「親職教育」的推展長達20年,其次以「婚姻教育」為次要推動重點,其他內涵亦持續推展,並受到社會現象影響,如外籍配偶現象、人口老化等現象,辦理相關家庭教育工作。 二、 影響家庭教育的歷史及地理因素 (一) 歷史背景的影響:受到青少年犯罪、教育改革、國際家庭年與外籍配偶人口的增加影響家庭教育推動措施之制定及推展。 (二) 地理因素:受到地形結構、人口結構及產業結構影響,推動工作需調整服務網絡、課程活動方式以及內容深度。 三、 家庭教育發展工作的推手:包括立法委員關注政策與經費、大學教授應用學術專長,民間人士運用民間組織力量、中央及地方行政部門主管提供資源、各縣市中心專職人員及志工投入家庭教育推展,皆是家庭教育發展的重要推手。 (一)推手的選擇:選擇推動親職教育、成立親職教育諮詢中心、選擇將「家庭需求」作為推展工作之依據、推展家庭教育走向「法治化」、推動家庭教育專業人員「專業化」認證、選擇參考「生命歷程」觀點擬定未來工作及選擇推展「新移民」之文化教育,皆是推手的選擇行動。 (二)推手的妥協:推動工作妥協於經費不足,妥協於中央要求的特定推動方式,以及透過協商達到家庭教育中心設立二級單位的法治化過程,皆可視為是推手的妥協。 四、 家庭教育推展的時機:青少年犯罪帶來推展親職教育的時機、終身學習教育及學習型組織的風潮帶來推展學習型家庭的時機、政府、民間組織、學界的合作,帶來「家庭教育法通過」的時機。 五、 家庭教育的生活連結:分為人及機構兩部分的連結,人的部分,單位主管對推動工作具有極大影響力,單位主管愈支持則愈易推動家庭教育。中央與地方推動家庭教育的工作系統之連結方式著重會議及會報方式進行。 本研究最後針對家庭教育發展的全程觀點、社會背景及地理區位觀點、家庭教育推動專業人力觀點、掌握推動時機的觀點及全國推動工作系統的連結提出建議。
The Development Trajectory of the Family Education in the Social Educational System in Taiwan Abstract In this study, the development trajectory of the family education in the social education system in Taiwan is discussed and the life course theory is used as the analysis structure for the study. The main methods adopted for collecting the materials for this study are the referring to the documents of historical study methods, the quantity records and the oral history. The oral history is collected by interviews with 11 persons in total, including the persons that were or are the employees in the family education centers, the officers in the social education organizations and the academics. According to the turning points, the trajectory of the development of the family education in the social education in Taiwan can be divided into three major stages, i.e., the promotion stage of “the parent education” (1986-1998), the promotion stage of “the learning family” (1999-2003), and the promotion stage of “the law-based and the professionalization of Family Education” (after 2003). The three major stages of the development of the family education are analyzed with the life course theory and the following important findings are discovered: I. The Continuity of the Family Education Measures The continuity of the family education measures can be divided as the continuity of the construction of the promoting system and the continuity of the contents to be promoted. (1) The continuity of the construction of the promotion system of the family education 1. The construction of the administrative system: the parent education consulting centers have been established experimentally since 1986 and they were continued till 2003. After 2003, the family education centers were established successively in each county and each city as the secondary entities according to the law. 2. The promotion and consulting activities: The passive way of promotion was adopted in family education before 1986. It turned to the active way at the learning family stage in 1999. 3. The training of the professional personnel and volunteers: It is performed continuously for all the three stages. 4. The promotion organization: It starts from the parent education stage in the beginning phase to the complete promotion network which is developed by the school and combines the social education system, the school system, non-government organizations and the media. 5. The development of the teaching materials: It starts from the lack of teaching materials in the promotion stage of the parent education to a large amount of the development in the learning family education stage and continues so far. 6. Legislation: The Family Education Law began to be drawn up at the parent education stage and was legislated at the learning family stage. The relevant sub laws have been announced continuously at the law-based and the professionalization of family education. 7. The evaluation: The individual interview and evaluation of the family education that was made from the parent education promotion stage has been included in the general evaluation of the educational system after being legislated and was used to praise the personnel and groups for the family education actively. (2) The Continuity of the Promotion Contents of the Family Education: it has focused on the promotion of “parent education” for more than 20 years since 1986. The “marriage education” was the secondary topic for the promotion as well. Other contents were also promoted continuously and the relevant family education works were conducted with the view to the social phenomena, such as the foreign spouses, the aging of population, etc. II. The Historical and Geographical factors that Influences the Family Education (1) The Influence by the Historical Background: The formation and promotion of the family education measures were influenced by teenager’s crime, the education reform, the international year of family and the increase of the number of foreign spouses. (2) The Geographical Factor: The adjustment of the service network, the activities of the courses, and the depth of the contents were continuously promoted according to the influences of the geological structure, the population structure and the industrial structure. III. The Pushing Hands for the Development of Family Education: The important pushing hands for the development of family education include the legislators for their policies and funds, the professors in the university for their academic expertise, the non-governmental personnel for their strength of non-government organizations, the officers of the administrative departments in the central and local government for their providing of resources, the full-time and volunteers in the center of each county and each city for their promotion of family education, etc. (1) The Choice of the Pushing Hands: The pushing hands chose the actions such as the promotion of the family education, the establishment of the parental education consulting centers, the promotion of the “Legislation” of family education and the “Certification” of the family education professionals, the planning of future works according to the “Life Course” viewpoint, and the promotion of the cultural education for “New Immigrants”. (2) The Compromise of the Pushing Hands: The compromises of the promotion works were the shortage of funds, the limitation by the central government for the way of promotion, and the negotiation that was required for the legislation process for the establishment of the secondary entities in the family education centers. IV. The Timing for the Promotion of Family Education: The timing for the promotion of family education was brought up by teenager’s crime. The timing for the promotion of the learning family was brought up by the trends of whole-life learning and the learning organization. The timing of the “legislation of the family education law” was brought up by the cooperation among the government, the non-government organizations and the academics. V. The links between the family education and life: The links were categorizes as the human part and the organizational part. For the human part, the officers of the government department have great influences on the promotion works; the more support from the officers of the government department, the easier the promotion of the family education can be performed. The links between the central government department and the local promotion systems for the family education focused mainly on the meetings and joint reports. In the summary of this study, suggestions are provided for the entire viewpoint of the development of family education, the viewpoint of the social background and geographical positions, the viewpoint of the professional human resources for the promotion of the family education, the viewpoint for the grasp of the timing of the promotion and the links among the promotion systems in the entire country. Keyword:
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0890060016%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87146
Other Identifiers: GN0890060016
Appears in Collections:學位論文

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.