未婚男女參與婚前教育經驗探討

Abstract

本研究目的在探討未婚男女參與婚前教育動機及參與經驗，以政府設立之家庭教育中心的婚前教育活動為研究場域，進行為期九週的課堂參與觀察記錄；以立意取樣，邀請6位研究參與者於課程活動結束之後，完成半結構式的訪談。 本研究發現未婚男女參與婚前教育的求知興趣動機，因為對課程好奇、期待自我成長及增進異性交往的了解；社交關係動機則期待參與婚前教育能擴展人際網絡、結交異性朋友。而未婚男女在課堂上和學員討論分享、實際演練活動參與及講師的引導等學習活動參與；對於原生家庭帶給個人的影響、異性交往、擇偶及婚姻生活有更多的了解是知性的收穫。透過課程活動交流、課餘活動參與開展社交關係；他們在參與過程形成友誼關係，對異性產生好感是社交關係的收穫。未婚男女在參與過程因為人際互動的感受、個人社交技巧、課程交流時間及對參與者的期待落差造成社交關係阻礙。 未婚男女參與婚前教育的整體經驗回顧與建議，他們肯定參與獲得婚前教育觀念啟發及社交態度轉變，認為值得推薦親友參加有別於婚友聯誼的婚前教育活動；未婚男女建議提供交流時間寬鬆、參與者分眾及課程內容具體深入的婚前教育活動。本研究依據研究結論，建議未婚男女重視異性交往議題的學習、積極參與學習和社交兼具的婚前教育活動、抱持開放心態參與活動；辦理機構應持續婚前教育活動宣傳、課程實施方式兼具教育性和聯誼性；最後對未來研究的方法、實施方式、對象提出建議。The purpose of this inquiry is to study in unmarried men’s and women’s motive for and experience of participating in premarital education. The 9-weeks participant observation is based on the premarital education activities organized by a government-funded family education center. For purposive sampling, 6 research participants were invited to join semi-structured interview after curriculum activity. This study discovers unmarried men’s and women’s congnitive interest motive for participate in premarital education inlcudes being curious to curriculum, seeking for self-growth and wanting to have better understanding of the heterosexual relationship. In terms of social relation motive, the participants look for expanding social network and making friends with heterosexual friends. Unmarried men’s and women’s cognitive learning experience gained from related learning subjects enable them to have better understanding about influence of family of origin, heterosexual relationship, mate selection and marital life through the curriculum. Benefit of participating in the curriculum increase because of learning activities such as students’ discussion, sharing, participation as well as teacher's guidance . Unmarried men’s and women’s social relation experience start to build up through the curriculum activity and extracurricular activity; Even though they have good feeling about the heterosexual relationship as friendship is built during the process of participating in the curriculum, they do not have further association actions. The obstacles of the social relation are caused by the following reasons: interpersonal interaction feeling; socializing techniques, curriculum time and participant’s expectation. According to unmarried men’s and women’s feedback and suggestion on overall premarital education experience, they confirm that participating in premarital education indeed leads to the change in social intercourse attitude; they also recommend friends and relatives to attend premarital education activity, which is different from marriage friend's friendship ties. The participants suggest a looser schedule arrangement, attendants should be divided into different groups, and a curriculum with more concrete examples. Based on the research conclusion, this study suggests that unmarried men and women should pay much attention to heterosexual relationship-related learning activities; actively participate in premarital education activity with learning and social relation implications; keep open-minded when participating activities. Also, organizing institutions should continually promote premarital education; curriculum should be designed for both educational and social purposes; finally, suggestions are proposed for further study’s methodology, ways of conducting research and research object in the future.