黃明月Hwang ming-yueh李世英Lee shihying2019-08-292006-8-232019-08-292006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0090023015%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92173故事團體成員家庭互動轉化學習之研究 〜以新竹市科學城社區大學故事媽媽志工培訓為例 指導教授：黃明月 研究生：李世英撰200606 中 文 摘 要 本研究旨在探究故事團體成員參與志工課程培訓後，對家庭互動方式的轉化學習。主要研究目的有四項：了解故事團體成員家庭互動方式的改變；了解故事團體成員家庭互動的轉化學習；了解故事團體成員家庭互動轉化學習的相關因素；提供故事團體培訓做實務操作課程活動等教學建議。 為達上述研究目的，研究者以新竹市科學城社區大學校園暨社區故事媽媽培訓班級為研究場域，透過故事團體成員於平時課程中所獲得之不同方式的學習與互動模式為出發點，尋找符合本研究需求之女性學員七位，進行質性之深度訪談，先經由個別的個案分析來瞭解故事團體成員在家庭中與家人互動關係是否有改變，是否有將溝通互動的團體經驗所學應用在家人間的歷程，再進行研究結果的討論，最後提出結論，並針對舉辦故事課程的機構組織、擔任故事課程教學的教師、故事團體教師專業養成，以及未來研究提出建議。 根據研究結果的討論，歸納出結論如下： 一、故事團體成員在團體學習後在家庭互動的目的、內容、方法、過程的態度及情意上有其行為面的改變。 二、故事團體成員在團體學習後對家庭互動目的、內容、方法、態度上的觀點轉化有其正向的提醒與運用：重視互動過程而非結果、重視互動品質而非速度、彼此欣賞重於彼此批評、從權力的行使轉為互惠的概念。 三、影響故事團體成員對家庭成員互動的目的、內容、方法及態度的改變具有成效的課程設計為：多元的互動情境內容教學、多元的課程方法媒材DIY角色扮演建立資料庫的運用、多元環境的安排、系列式固定且持續的課程時間安排。 依據上述結論，提出建議如下： 一、各機構與社大辦理故事團體培訓課程應建構一個故事培訓體系；系列式課程結束後組成多個不同性質的社團，同步在不同機構作定期性服務學習；每學年舉辦定期交流聯誼大型的故事月嘉年華活動或公開巡迴演出；依據社區特色或區域性需求，整合社區學習體系。 二、擔任故事課程教學的教師應常作實務上的反思與建議；對課程時間安排可加長；對課程內容整體策劃必須融入多元智能、同理心與小組討論；對課程後的延伸活動需安排實踐服務學習機會。 三、故事團體專業教師養成應受成人教育相關課程培訓；應受諮商輔導相關課程訓練；應受創意課程研討培訓；應熟悉運用故事各類主題。 四、後續相關研究可在不同「教學型態」上、不同「教學對象」上、不同「教學時間」上進行故事團體研習的模式比較其優缺點，或在課程後設立多個社團，同步在不同機構進行服務學習，或搭配社區活動服務，來觀察理論與實務的執行面成效。A study of the transformative learning of the members of the story-telling group on family interactions ~With the story-telling mother's volunteer groups in Science-City-Community University in Hsinchu City for example Guide a professor: Hwang ming-yueh Graduate student: Lee shih-ying Abstract The purpose of this research aims to understand the transformative learning of the members of the story telling groups on family interactions after participating the training curriculum. The major purposes of this research .are as follows: 1.Understanding the change of the family interactions of the story group members. 2.Understanding the transformative learning of the story group members on family interactions 3.Understanding the relevant factors of the transformative learning of the story group members .on family interaction 4.Providing the story group with teaching suggestions such as practical operations curriculum and etc. For achieving above research purposes, the researcher used the story-telling mother training group in Hsinchu city Science-city-community university as the research sample. Seven female learners that fit the requirement of this research were attributively interviewed. The first thing to find out through the individual cases’ analysis is to understand if the change happens in the story group members’family interactive relationships. Finding out if they applied what they learned from the interactive group experiences to the family relationships. Following with discussions on the research results and ends up with conclusions. Suggestions are to be made towards the organization that held the story group taining curriculums, the teachers and the development of the group teachers. According to the discussion of the research results, the conclusions are as follows: 1.The changes of the family interactions, the contents, methods, the attitudes on the process and the behavior changes of the affections of the story group members after the group learning. 2.After the group learning, the story group has positive changes and applications on the family interaction purpose, contents, methods and attitudes. That means the focus on the interaction processes but not the results；the interaction quality but not speed；they appreciate each other rather than criticize each other；transforming from power conductions to reciprocal of each other. 3.The effective curriculum design about the family interaction purpose, contents, methods and attitudes are as following: （1）Multiple interaction scenario teachings； （2）The application of the multiple curriculum and DIY media database developments； （3）Arrangements of the multiple environments； （4）Arrangements of the a series, fixed and continual discussion time. According to above conclusions, suggestions are as follows: 1.Institues and community college should constitutes a story training system. After series of discussions ended, clubs of different attributes should be consisted. Periodical service learning should be conducted in different institutes simultaneously. Big scale of story-telling activities and traveling shows should be conducted. Integrate the community learning system according to the area requirement of the community. 2.Story-telling curriculum teachers should conduct introspection and suggestions often. The time may be prolonged per class durations. The contents of the curriculum may merge-in the multiple intelligence, understanding and group discussions. The practice of learning should be arranged in the extended activities. 3.The story group teacher development should include adult education related trainings. They should receive student counseling trainings, creativity trainings and familiar with applications of all sorts of story themes.4. The following researches could be focused on different “teaching models” , different “learners”, and different “teaching time”. Pros and cons of story group learning models, or establish multiple clubs after the curriculums, and conduct service learning in different institutes simultaneously or collocate with community service activities to observe the theory and particle execution performances.轉化學習家庭互動故事團體transformative learningfamily interactionsstory-telling groups