臺北市國民小學實施親子共學英語之研究

Abstract

臺北市國民小學實施親子共學英語之研究 指導教授：柯正峯 研究生：留素芹 論文摘要 本研究旨在探討臺北市親子共學英語活動之學習成效及其整體情形，以提供親子共學英語活動規劃辦理單位及家長之參考。本研究之核心問題為：親子共學英語的學習興趣、親子共學英語的學習成就、親子共學英語與親子關係成效、實施親子共學英語的問題。 本研究係採質性研究方法，以半結構開放性問題導向方式 選擇兩位家長、三位學生進行深度訪談，並以主題分析進行文本統整與論述。資料的分析是經由錄音謄稿、編碼後，研究受訪者之文本資料以「親子共學英語的學習興趣」、「親子共學英語的學習成就」、「親子共學英語與親子關係成效」、「實施親子共學英語的問題」，等四大主題進行整合分析，瞭解親子共學英語的學習成效及實施的問題。。 根據研究，發現以下的結論： 一、親子共學英語學習成效內涵，分為「親子關係成效」及「英語學習成效」兩方面。 二、親子共學英語活動，有助於提升父母及子女的親子關係。 三、親子共學英語活動，有助於提升父母及子女的英語學習興趣。 四、親子共學英語活動，有助於提升父母及子女的英語學習成就。 五、親子共學英語活動，時間的安排、教材的選用、教師的教學等方面，可以都做調整，以克服實施的問題。 根據以上結論，本研究提出建議如下： 一、教育行政單位應多規劃辦理親子共學英語活動，以提升親子英語學習成效。 二、父母及子女均應積極主動參與親子共學英語活動，以提升父母及子女的英語學習成效，並以常態性的方式辦理 三、親子共學辦理單位，應增加親子共學的學習參與對象之多元性。

關鍵字：親子共學英語、學習成效

Abstract

The purpose of this research is to explore the study efficiency and the entire condition of the parent-child English co-learning activity in Taipei. This research provides references to the parent-child English co-learning activity division and parents. The core issue of this research were：the interest of study in the parent-child English co-learning activity, the achievement of study in the parent-child English co-learning activity, the effect of parent-child relationship in the parent-child English co-learning activity, the dilemma of the execution of the parent-child English co-learning activity.

The research used qualitative research and interviewing strategy was conducted by using semi-structural open questions. Two parents and three students are interviewed deeply. Text integration and expounding will be carried out and through theme analysis. To access the study effect of parent-child co-learning and the dilemma of implementing, after transcription and encoding of recording information, the text information of the research participant will be incorporated and analyzed in four main theme: “the interest of study in the parent-child English co-learning activity”, “the achievement of study in the parent-child English co-learning activity”, ” the effect of parent-child relationship in the parent-child English co-learning activity” and “the dilemma of the execution of the parent-child English co-learning activity”.

Based on the research, conclusions are brought out as below: 1. The content of the study effect of parent-child English co-learning is classified as parent-child relationship and effect of English learning. 2. The parent-child English co-learning activity is contributive to improving the relationship between parents and children. 3. The parent-child English co-learning activity is contributive to improving the interest of the parents and children. 4. The parent-child English co-learning activity is contributive to improving the parents’ and children’s achievement of English learning. 5. The dilemma of implementing parent-child English co-learning can be solved by adjusting the allocation of time, choice of teaching material, teaching skill. Based on the conclusions above, the suggestions are proposed as below: 1. Both of the parents and children should positively participate the parent-child English co-learning activity in order to improving the study effect of the parents and children. The activity should be implemented regularly. 2. The municipal government and the department of education should plan more parent-child co-learning activity to improving the parents’ and children’s English study effect. 3. The executive department of parent-child co-learning program should enlarge the number of participant of the parent-child English co-learning activity and diversify the participants of the parent-child English co-learning activity.

Key words: parent-child English co-learning, effect of learning.