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題名 高社經家庭之幼兒對課外學習安排之觀點
Young children’s viewpoints on extracurricular learning: The case of high socioeconomic status families作者 張庭禎
Chang, Ting-Chen貢獻者 徐聯恩
張庭禎
Chang, Ting-Chen關鍵詞 幼兒課外學習安排
高社經地位家庭
親子溝通協商
照片引談法
Extracurricular learning arrangement
High socioeconomic status families
Parent-child communication and negotiation
Photo elicitation日期 2023 上傳時間 9-Mar-2023 18:58:17 (UTC+8) 摘要 基於過往的教師經驗，研究者得知高社經家庭幼兒每日都有緊湊的課外學習活動。多數文獻指出，這些課外學習係由家長安排，幼兒只能被動接受，但迄無探討幼兒感受與想法的相關研究。因此，本研究旨在探討高社經家庭幼兒對其課外學習活動之認知，以及其在與父母溝通這些學習安排時，是否理解並認同父母的意圖?其間的立場及角色轉換的歷程為何?本研究以照片引談法蒐集資料。請五位幼兒(5、6 歲)於其課外學習時， 拍攝活動相關之物與人;然後，藉由幼兒拍攝之照片進行訪談，引導其說明該 等照片之意義，以揭露其感受與觀點。本研究的主要發現有三:(一)幼兒對課外學習的認知是，獲取知識及技 能和轉化為未來助力。(二)父母透過理性溝通的方式與話語，幼兒能理解並 認同父母要求幼兒積極參與課外學習的兩項意圖:(1)了解學習的重要性， (2)能獲取實質效益。(三)在課外學習安排的溝通角力中，幼兒先後扮演積 極的訴求者、軟化的談判者，以及自我說服的參與者三種角色。由於幼兒的理 解與認同，父母成為溝通角力中的勝利者儘管幼兒對於每日緊湊的課外學習安排偶有抱怨，但由於父母的理性話語與尊重的態度，以及幼兒對於成人意圖的理解與認同、對參與課外學習活動的喜愛，整體而言，幼兒是喜悅的。研究者認為，在理性說服及學習喜悅的情境下，高社經家庭為幼兒安排的日常生活，或能兼顧快樂童年與學業成就。後續研究可探究不同家庭社經地位與教養方式之幼兒樣本、比較幼兒與成人觀點與感受之差異、比較國小學童與學前幼兒對於課外學習安排之經驗與觀點，或進行回顧式研究，探討國小學童之學前課外學習經驗及其後續影響。
Based on previous teacher experiences, researchers have learned that children in high-socioeconomic families have intensive daily extracurricular learning activities. Most of the literature indicates that these extracurricular learning activities are arranged by parents, and children can only passively accept them. Therefore, the purpose of this study is to investigate the perceptions of children from high socioeconomic families about their extracurricular learning activities, and whether they understand and agree with their parents` intentions when communicating with them about these learning arrangements. What were the stances and role transitions during the process?This study collected data through photo elicitation. Five children(5,6 years old ) were asked to take pictures of objects and people related to their extracurricular learning activities.The main findings of this study are three: 1.Children`s perceptions of extracurricular learning are to acquire knowledge and skills and to transform them into future helpers. 2. Through rational communication and discourse, the children understood and agreed with their parents` intentions of asking them to actively participate in extracurricular learning: (1) to understand the importance of learning and (2) to obtain tangible benefits. 3. In the communication tug-of-war of extra- curricular learning arrangements, children played three roles: active aspirant, softened negotiator, and self-convincing participant. Due to children`s understanding and recognition, parents became the winners in the communication tug-of-warAlthough children occasionally complained about the tight daily schedule of extracurricular learning, they were generally happy due to their parents` rational discourse and respectful attitude, as well as their understanding and recognition of adult intentions and their enjoyment of participating in extracurricular learning activities. Researchers suggest that in a context of rational persuasion and joy of learning, high-socioeconomic families may be able to arrange their children`s daily lives in a way that is compatible with a happy childhood and academic achievement.Subsequent studies may explore samples of children with different family socioeconomic status and parenting styles, compare the differences between children`s and adults` perspectives and feelings, compare the experiences and perspectives of national elementary school children and preschool children on extracurricular learning arrangements, or conduct a retrospective study to investigate the preschool extracurricular learning experiences of national elementary school children and their subsequent effects.參考文獻 壹、 中文文獻朱俐嬛(2013)。不同社會階級學童家庭教養行為之研究。臺灣師範大學教育學 系 學位論文。李嘉欣(2018)。家庭社經地位、文化資本對國小學童學業成就之影響-以屏東縣 為例。國立屏東大學碩士論文。吳美玲(2000)。國小學童父母管教方式、教師期望與習得無助感相關之研究。 國立高雄師範大學教育研究所碩士論文，未出版。沈力群(2009)。兒童才藝補習與父母期望、兒童幸福感之相關研究(未出版之碩 士論文)。國立政治大學，臺北。林惠雅(1995)。父母教養方式和子女行為之探討。社區發展季刊，72，41-47。 林生傳(2005)。教育社會學。臺北市:巨流圖書。 周新富(2008)。社會階級對子女學業成就的影響-以家庭資源為分析架構。臺灣教育社會學研究，8(1)，1-43。 張怡雯(2000)。台南市家長性別角色教養態度與學童學業性向、學科成就之相關研究。國立台南師範學院國民教育研究所碩士論文，未出版。 張建成、陳珊華(2006)。生涯管教與行為管教的階級差異:兼論家庭與學校文化的連續性。教育研究集刊，52(1)，P129 – 161。 張稚曼、姜得勝(2012)。補習班相關問題之探究:慈慧國小高年級學童的觀點。 陳珊華(2004)。小學生文化資本之累積與作用。國立台灣師範大學教育研究所博士論文，未出版，臺北市。 陳銀螢，李孟嘉(2013)。為什麼都要聽大人的?-父母對幼兒自主的教養觀國教新知。60(4)，68-79。 陳青達(2006)。文化資本與學業成效關係之研究:以雲林縣國民小學六年級學生為例。國立中正大學教育研究所碩士論文，未出版，嘉義縣。陳如涵(2010)。臺灣勞工階級的孩童照顧安排與養育風格。台北:台灣大學社會 學研究所碩士論文黃春枝(1986)。青少年親子關係適應與父母管教態度之研究。教育與心理研 究，9，83-96。黃琴雅(1992)。不同產序子女之生活適應、學業成就及對父母管教態度知覺差 異之比較研究。中國文化大學家政研究所碩士論文，未出版。黃玉臻(1997)。國小學童 A 型行為、父母管教方式與生活適應相關之研究。 國立高雄師範大學教育學類研究所碩士論文，未出版。黃毅志(1997)。職業、教育階層論與子女管教:論 Kohn 的理論在台灣的適用 性。台 東師院學報，8，1-26。黃毅志(2003)。臺灣地區新職業聲望與社經地位量表之建構與評估:社會科學與 教育社會學研究本土化。教育研究集刊，49(4)，1-32。黃毅志(2005)。教育與社會階層化。載於臺灣教育社會學學會(主編)，教育社會 學(頁 131-164)。臺北市:巨流。黃毅志(2008)。如何精準測量職業地位?「改良版職業聲望與社經地位量表」 之建構。台東大學教育學報，19(1)，151-160。黃道琳(譯)(2011)。Ruth Benedict(著)(1976)。文化模式(Patterns of Culture)。台北市:巨流圖書公司。曾妙音、王雅玲、李瓊雯、張恬瑜(2011)。父母社經地位與國中生學習動機、 學業成 就之相關性研究。家庭教育雙月刊，32，6-27。曾智豐(2013)。家長社經背景對子女教養行為的影響-以個人價值觀與教育目的 的認知為中介變項。嘉大教育研究學刊，31， P85 – 118。楊國樞(1986)。家庭因素與子女行為:臺灣研究的評析。中華心理學刊，28(1)， 7-28。楊瑛慧(2006)。父母教養態度對幼兒解決問題能力之影響研究。台北市立教育 大學兒童發展研究所幼兒教學碩士學位班碩士論文，未出版。翟本瑞、郭家華(2012)。臺灣國小補習教育的階級複製現象。止善，12，3-28。 鄭世仁(2000)。教育社會學導論。台北:五南。衛福部(2019)。兒童及少年生活狀況調查報告兒童篇。中華民國衛福部。 賴閔莉(2011)。從幼兒的相片看幼兒園經驗。國立臺灣師範大學人類發展與家庭學系幼兒發展與教育組碩士論文。 謝孟穎(2002)。家長社經背景與學生學業成就關聯性之研究。國立嘉義大學教育學院國民教育研究所碩士論文，未出版。 顏秀真(2000)。受歡迎與被拒絕國小一年級兒童之行為特質與父母教養行為之比較研究。靜宜大學青少年兒童福利研究所碩士論文，未出版。 藍佩嘉(2014)。做父母、做階級:親職敘事、教養實作與階級不平等。台灣社會學，27 期 ，P97 – 140 蘇柏宇(2008)。階級、性別與家長管教方式的關係。國立台灣師範大學教育學類研究所碩士論文，未出版。貳、 英文文獻Aschaffenburg, K., & Mass, I. 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Amsterdam Avenue, New York:Teachers college Press.Young, L. & Barrett, H. (2001). Adapting Visual Methods: Action Research with Kampala Streer Children. Area, 33(2), 141-152.Zweigenhaft, R. L. (1993).Prep school and public school graduates of Harvard : A longitudinal study of the accumulation of social and cultural capital. Journal of Higher Education, 64, 211-255. 描述 碩士
國立政治大學
幼兒教育研究所
108157013資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108157013 資料類型 thesis dc.contributor.advisor 徐聯恩 zh_TW dc.contributor.author (Authors) 張庭禎 zh_TW dc.contributor.author (Authors) Chang, Ting-Chen en_US dc.creator (作者) 張庭禎 zh_TW dc.creator (作者) Chang, Ting-Chen en_US dc.date (日期) 2023 en_US dc.date.accessioned 9-Mar-2023 18:58:17 (UTC+8) - dc.date.available 9-Mar-2023 18:58:17 (UTC+8) - dc.date.issued (上傳時間) 9-Mar-2023 18:58:17 (UTC+8) - dc.identifier (Other Identifiers) G0108157013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143918 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 幼兒教育研究所 zh_TW dc.description (描述) 108157013 zh_TW dc.description.abstract (摘要) 基於過往的教師經驗，研究者得知高社經家庭幼兒每日都有緊湊的課外學習活動。多數文獻指出，這些課外學習係由家長安排，幼兒只能被動接受，但迄無探討幼兒感受與想法的相關研究。因此，本研究旨在探討高社經家庭幼兒對其課外學習活動之認知，以及其在與父母溝通這些學習安排時，是否理解並認同父母的意圖?其間的立場及角色轉換的歷程為何?本研究以照片引談法蒐集資料。請五位幼兒(5、6 歲)於其課外學習時， 拍攝活動相關之物與人;然後，藉由幼兒拍攝之照片進行訪談，引導其說明該 等照片之意義，以揭露其感受與觀點。本研究的主要發現有三:(一)幼兒對課外學習的認知是，獲取知識及技 能和轉化為未來助力。(二)父母透過理性溝通的方式與話語，幼兒能理解並 認同父母要求幼兒積極參與課外學習的兩項意圖:(1)了解學習的重要性， (2)能獲取實質效益。(三)在課外學習安排的溝通角力中，幼兒先後扮演積 極的訴求者、軟化的談判者，以及自我說服的參與者三種角色。由於幼兒的理 解與認同，父母成為溝通角力中的勝利者儘管幼兒對於每日緊湊的課外學習安排偶有抱怨，但由於父母的理性話語與尊重的態度，以及幼兒對於成人意圖的理解與認同、對參與課外學習活動的喜愛，整體而言，幼兒是喜悅的。研究者認為，在理性說服及學習喜悅的情境下，高社經家庭為幼兒安排的日常生活，或能兼顧快樂童年與學業成就。後續研究可探究不同家庭社經地位與教養方式之幼兒樣本、比較幼兒與成人觀點與感受之差異、比較國小學童與學前幼兒對於課外學習安排之經驗與觀點，或進行回顧式研究，探討國小學童之學前課外學習經驗及其後續影響。 zh_TW dc.description.abstract (摘要) Based on previous teacher experiences, researchers have learned that children in high-socioeconomic families have intensive daily extracurricular learning activities. Most of the literature indicates that these extracurricular learning activities are arranged by parents, and children can only passively accept them. Therefore, the purpose of this study is to investigate the perceptions of children from high socioeconomic families about their extracurricular learning activities, and whether they understand and agree with their parents` intentions when communicating with them about these learning arrangements. What were the stances and role transitions during the process?This study collected data through photo elicitation. Five children(5,6 years old ) were asked to take pictures of objects and people related to their extracurricular learning activities.The main findings of this study are three: 1.Children`s perceptions of extracurricular learning are to acquire knowledge and skills and to transform them into future helpers. 2. Through rational communication and discourse, the children understood and agreed with their parents` intentions of asking them to actively participate in extracurricular learning: (1) to understand the importance of learning and (2) to obtain tangible benefits. 3. In the communication tug-of-war of extra- curricular learning arrangements, children played three roles: active aspirant, softened negotiator, and self-convincing participant. Due to children`s understanding and recognition, parents became the winners in the communication tug-of-warAlthough children occasionally complained about the tight daily schedule of extracurricular learning, they were generally happy due to their parents` rational discourse and respectful attitude, as well as their understanding and recognition of adult intentions and their enjoyment of participating in extracurricular learning activities. Researchers suggest that in a context of rational persuasion and joy of learning, high-socioeconomic families may be able to arrange their children`s daily lives in a way that is compatible with a happy childhood and academic achievement.Subsequent studies may explore samples of children with different family socioeconomic status and parenting styles, compare the differences between children`s and adults` perspectives and feelings, compare the experiences and perspectives of national elementary school children and preschool children on extracurricular learning arrangements, or conduct a retrospective study to investigate the preschool extracurricular learning experiences of national elementary school children and their subsequent effects. en_US dc.description.tableofcontents 中文摘要 ................................I英文摘要 ................................II目次 ....................................IV表次 ....................................VI圖次 ....................................VII第一章 緒論 ..............................1第一節 研究背景與動機 ......................1第二節 研究目的與問題 ......................3第三節 名詞釋義 ...........................4第四節 研究貢獻與限制.......................5第二章 文獻探討 ...........................7第一節 家庭社經地位與教養方式 ................7第二節 家庭社經地位與文化資本之關聯............16第三節 幼兒對課外學習安排之觀點...............25第四節 照片引談法及相關研究 ..................26第三章 研究設計與實施 .......................31第一節 研究方法 ............................31第二節 研究對象 ............................31第三節 資料搜集與分析 .......................38第四章 研究分析與發現 .......................51第一節 幼兒對於課外學習之認知..................51第二節 幼兒與父母溝通課外學習事宜之方法及成效.....64第三節 幼兒在溝通協商時的角色轉換歷程 ...........81第五章 研究結論、省思與建議....................91第一節 研究結論 .............................91第二節 研究省思 .............................93第三節 研究建議 .............................95參考文獻 .................................. 98中文部分 .................................. 98英文部分 .................................. 100附錄 ...................................... 103附錄一 家長同意 ............................ 103附錄二 幼兒家庭之基本資料 ................... 104附錄三 照片引談法之訪綱 ..................... 105附錄四 研究對象拍攝之照片與選取之照片......... 107 zh_TW dc.format.extent 9998683 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108157013 en_US dc.subject (關鍵詞) 幼兒課外學習安排 zh_TW dc.subject (關鍵詞) 高社經地位家庭 zh_TW dc.subject (關鍵詞) 親子溝通協商 zh_TW dc.subject (關鍵詞) 照片引談法 zh_TW dc.subject (關鍵詞) Extracurricular learning arrangement en_US dc.subject (關鍵詞) High socioeconomic status families en_US dc.subject (關鍵詞) Parent-child communication and negotiation en_US dc.subject (關鍵詞) Photo elicitation en_US dc.title (題名) 高社經家庭之幼兒對課外學習安排之觀點 zh_TW dc.title (題名) Young children’s viewpoints on extracurricular learning: The case of high socioeconomic status families en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、 中文文獻朱俐嬛(2013)。不同社會階級學童家庭教養行為之研究。臺灣師範大學教育學 系 學位論文。李嘉欣(2018)。家庭社經地位、文化資本對國小學童學業成就之影響-以屏東縣 為例。國立屏東大學碩士論文。吳美玲(2000)。國小學童父母管教方式、教師期望與習得無助感相關之研究。 國立高雄師範大學教育研究所碩士論文，未出版。沈力群(2009)。兒童才藝補習與父母期望、兒童幸福感之相關研究(未出版之碩 士論文)。國立政治大學，臺北。林惠雅(1995)。父母教養方式和子女行為之探討。社區發展季刊，72，41-47。 林生傳(2005)。教育社會學。臺北市:巨流圖書。 周新富(2008)。社會階級對子女學業成就的影響-以家庭資源為分析架構。臺灣教育社會學研究，8(1)，1-43。 張怡雯(2000)。台南市家長性別角色教養態度與學童學業性向、學科成就之相關研究。國立台南師範學院國民教育研究所碩士論文，未出版。 張建成、陳珊華(2006)。生涯管教與行為管教的階級差異:兼論家庭與學校文化的連續性。教育研究集刊，52(1)，P129 – 161。 張稚曼、姜得勝(2012)。補習班相關問題之探究:慈慧國小高年級學童的觀點。 陳珊華(2004)。小學生文化資本之累積與作用。國立台灣師範大學教育研究所博士論文，未出版，臺北市。 陳銀螢，李孟嘉(2013)。為什麼都要聽大人的?-父母對幼兒自主的教養觀國教新知。60(4)，68-79。 陳青達(2006)。文化資本與學業成效關係之研究:以雲林縣國民小學六年級學生為例。國立中正大學教育研究所碩士論文，未出版，嘉義縣。陳如涵(2010)。臺灣勞工階級的孩童照顧安排與養育風格。台北:台灣大學社會 學研究所碩士論文黃春枝(1986)。青少年親子關係適應與父母管教態度之研究。教育與心理研 究，9，83-96。黃琴雅(1992)。不同產序子女之生活適應、學業成就及對父母管教態度知覺差 異之比較研究。中國文化大學家政研究所碩士論文，未出版。黃玉臻(1997)。國小學童 A 型行為、父母管教方式與生活適應相關之研究。 國立高雄師範大學教育學類研究所碩士論文，未出版。黃毅志(1997)。職業、教育階層論與子女管教:論 Kohn 的理論在台灣的適用 性。台 東師院學報，8，1-26。黃毅志(2003)。臺灣地區新職業聲望與社經地位量表之建構與評估:社會科學與 教育社會學研究本土化。教育研究集刊，49(4)，1-32。黃毅志(2005)。教育與社會階層化。載於臺灣教育社會學學會(主編)，教育社會 學(頁 131-164)。臺北市:巨流。黃毅志(2008)。如何精準測量職業地位?「改良版職業聲望與社經地位量表」 之建構。台東大學教育學報，19(1)，151-160。黃道琳(譯)(2011)。Ruth Benedict(著)(1976)。文化模式(Patterns of Culture)。台北市:巨流圖書公司。曾妙音、王雅玲、李瓊雯、張恬瑜(2011)。父母社經地位與國中生學習動機、 學業成 就之相關性研究。家庭教育雙月刊，32，6-27。曾智豐(2013)。家長社經背景對子女教養行為的影響-以個人價值觀與教育目的 的認知為中介變項。嘉大教育研究學刊，31， P85 – 118。楊國樞(1986)。家庭因素與子女行為:臺灣研究的評析。中華心理學刊，28(1)， 7-28。楊瑛慧(2006)。父母教養態度對幼兒解決問題能力之影響研究。台北市立教育 大學兒童發展研究所幼兒教學碩士學位班碩士論文，未出版。翟本瑞、郭家華(2012)。臺灣國小補習教育的階級複製現象。止善，12，3-28。 鄭世仁(2000)。教育社會學導論。台北:五南。衛福部(2019)。兒童及少年生活狀況調查報告兒童篇。中華民國衛福部。 賴閔莉(2011)。從幼兒的相片看幼兒園經驗。國立臺灣師範大學人類發展與家庭學系幼兒發展與教育組碩士論文。 謝孟穎(2002)。家長社經背景與學生學業成就關聯性之研究。國立嘉義大學教育學院國民教育研究所碩士論文，未出版。 顏秀真(2000)。受歡迎與被拒絕國小一年級兒童之行為特質與父母教養行為之比較研究。靜宜大學青少年兒童福利研究所碩士論文，未出版。 藍佩嘉(2014)。做父母、做階級:親職敘事、教養實作與階級不平等。台灣社會學，27 期 ，P97 – 140 蘇柏宇(2008)。階級、性別與家長管教方式的關係。國立台灣師範大學教育學類研究所碩士論文，未出版。貳、 英文文獻Aschaffenburg, K., & Mass, I. 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