周麗端 博士Dr. Li-Tuan Chou黃國娣Kuo-Ti Huang2019-08-282011-8-162019-08-282008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0694060303%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87001家庭教育在家庭教育法通過後，在學校推展多年，推展教材與策略已逐漸建立，但尚無評鑑指標，因而無法作為評估高中以下學校實施家庭教育成效之憑據。本研究旨在建構我國高中以下學校家庭教育評鑑指標，以期能增進學校家庭教育實施之整體績效，提升學校家庭教育實施品質。 透過文獻探討，從家庭教育的發展沿革，探討家庭教育的定義與內涵，並透過歸納整理學校實施家庭教育之現況，以及分析相關教育評鑑指標建構之研究，形成後續指標架構雛型的理論基礎，藉以延伸建構高中以下學校家庭教育評鑑指標。 本研究以CIPP評鑑模式為主要架構，整體指標系統架構分為「向度－項目－內涵」三個層次，並利用德懷術（Delphi）進行研究調查。研究對象之選取依臺灣北、中、南、東四區分別選取，均為家庭教育之相關專家學者、家庭教育中心實務工作者，或實施學校之教師，共20人。德懷術專家小組成員針對評鑑指標之適切性做評判，共進行三個回合的Delphi問卷調查，並根據德懷術專家小組成員討論之結果建構出「高中以下學校家庭教育評鑑指標」。 「高中以下學校家庭教育評鑑指標」包含學校家庭教育背景分析指標、學校家庭教育發展設計指標、學校家庭教育實施過程指標、學校家庭教育實施成效指標等四大指標向度；家庭教育政策背景分析、家庭教育學習者需求背景分析、家庭教育實施學校背景分析、家庭教育課程發展組織與運作設計、家庭教育課程發展配套措施設計、家庭教育課程發展教材設計、家庭教育推展組織與運作過程績效、家庭教育課程配套措施運用過程績效、家庭教育課程實施過程績效、家庭教育課程實施量化成效、家庭教育課程實施質性成效等十一個指標項目；並細分六十六個指標內涵。最後根據本研究之結論，研究者針對高中以下學校家庭教育評鑑指標應用與後續研究二方面提出建議。This research aims to construct a set of evaluation indicators for family education in elementary and secondary schools in Taiwan with a hope that they could enhance the integral performance and quality of the implementation of family education in schools. The research is structured by an evaluation model called CIPP, and the integral indicator system is divided into three levels—dimension, item, and content. The Delphi technique was adopted to conduct the survey, and twenty subjects were selected from northern, central, southern and eastern regions of Taiwan. These subjects consist of family education-related scholars, practitioners in family education centers, and teachers serving in schools that are implementing family education curriculum. Members of the expert team on Delphi technique gave their judgment on the appropriateness of the evaluation indicators. Totally, three rounds of Delphi questionnaire surveys were conducted. Based on the result of the surveys, the research concluded a set of indicators named “Evaluation Indicators for Family Education in Elementary and Secondary Schools.” The “Evaluation Indicators for Family Education in Elementary and Secondary Schools” consist of four major dimensions of indicators, eleven items of indicators, and sixty-six contents of indicators in family education evaluation. The four dimensions in the indicator system include: (a) the family education background analysis; (b) the design of family education development; (c) the family education implementation process; and (d) the result of family education implementation. The eleven items in the evaluation indicator system include: (a) the analysis of policy background; (b) the analysis of the background of learners’ needs; (c) the analysis of the implementing schools background; (d) the design of organization and operation in curriculum development; (e) the design of supplementary measure in curriculum development; (f) the design of teaching materials in curriculum development; (g) the performance of the organization and operation in promoting family education; (h) the performance in the adoption of curricular supplementary measures; (i) the performance in the curriculum implementation; (j) the quantitative results in the curriculum implementation; and (k) the qualitative results in the curriculum implementation. From the above analyses, this research derives two suggestions for further application and research on “Evaluation Indicators for Family Education in Elementary and Secondary Schools.”家庭教育評鑑指標德懷術family educationevaluation indicatorDelphi technique