張德永李如梅LI, JU-MEI2019-08-292019-8-182019-08-292014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0098023122%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92340本研究的目的在探討婦女志工投入學校認輔方案的轉化學習之內涵及轉變歷程，本研究採取立意取樣，以新北市中和復興國小認輔團隊五位認輔志工為研究對象。以質性取向之深度訪談法，分析其參與學校認輔培訓方案對其家庭互動的轉化學習歷程。此研究結果可作為未來培訓參與認輔服務之經驗與課程設計之參考。 依據研究結果與討論，歸納出結論如下: 壹、認輔培訓方案對婦女志工個人或家庭互動的轉化歷程 一、原有意義結構、思考模式大多深受原生家庭或傳統社會文化脈絡所影響 二、生活中的問題情境是促發觀點轉化的起點 三、透過認輔培訓方案的學習歷程增進了家庭互動觀點的轉化 四、轉化學習並非是線性的，而是各階段交錯影響的歷程貳、認輔培訓與學習過程對婦女志工個人或家庭互動的改變 一、對個體的改變 (1) 自我統整，提升自信、挑戰自我，展現潛能 (2) 情緒的覺察與管理的能力 (3) 女性意識的覺醒 (4) 社會參與的積極態度 二、對家庭互動的改變 (1) 真誠傾聽，開啟人際雙向的溝通能力 (2) 認知影響行為，以同理心架構關係的橋樑 (3) 營造家庭對話與互動的模式，創造溝通的平台 (4) 體認生命的意義，堅持行善志業，轉變家人的正向思維 (5) 投入認輔志業凝聚家庭向心力，化家人的阻力為助力 (6) 開展家庭生活美學的行動與實踐，建立親子共學的學習型家庭 (7) 建立團體共學的支持網絡成為家庭動能的助力與資源 最後，基於上述之研究結果，本研究也針對婦女志工或其他成人學習者、相關實務工作者、以及未來相關研究等方面提出建議。This purpose of this study is to explore the content and transformative process of transformative learning for women who participate volunteer guidance program at school. This research used purposive sampling and took five guidance volunteers from Fu-Shin Elementary School, Chun-He District, New Taipei City, as an object of research. It applied in-depth interview of qualitative approach, to analyze the individual transformative learning process for the impact of participating volunteer guidance program at school upon family interaction. The result can be considered as an experience for cultivating future participation of volunteer service, as well as a reference for class design. According to the result and discussion from this study, the conclusions can be summarized as the following: A. The transformative process of volunteer guidance program for women volunteers and family interaction. 1. The original structure of meaning and pattern of thought are deeply affected by the family-of-origin or traditional social and cultural contexts. 2. Question situation at our daily life is the origin of activating transformation of viewpoint. 3. The learning process of volunteer guidance program enhances the transformation of viewpoint of family interaction. 4. The transformative learning is not linear, while it is the process of intertwining influence from all different phases. B. The changes of volunteer guidance program for women volunteers and family interaction. 1. Changes to each individual (1)Self-integration, confidence promotion, self-challenging, and potential demonstration (2)Capability of emotional awareness and management (3)Awaking of female consciousness (4)Affirmative attitude of social participation 2. Changes to family interaction (1)Willing to listen sincerely. It opens the capability of interpersonal and bilateral communication (2)Recognition affects behavior. To build the bridge of relation under the framework of empathy (3)Building family dialogue and mode of interaction, to create the platform of communication (4)Realizing the meaning of life, persistent on the intention of doing good works, and transform to the positive thinking for the members of family (5)Devoting cohesion to the family for guidance volunteers, and conform the resistant force to be assistant force (6)Expanding the action and execution of family aesthetics of daily life, and to establish the learning family for parents and children to learn together (7)Establishing the support network of group learning to be assistant force and resource for momentum of family Based on the above conclusions, the research proposed some suggestions as to how to foster the transformative leaning process for volunteers, adult learner and practitioners of schools. Further research directions were also recommended.認輔方案家庭互動轉化學習voluntary guidance programfamily interactiontransformative learning