運用正念教育提升幼稚園自閉症學童專注力之個案行動研究

ABSTRACT

IN RECENT YEARS, COUNTRIES AROUND THE WORLD HAVE INCREASINGLY EMPHASIZED HOME–SCHOOL COOPERATION TO FOSTER SYNERGISTIC EFFECTS AND PROMOTE HIGHER QUALITY EDUCATIONAL DEVELOPMENT. FAMILY AND SCHOOL EDUCATION ARE BOTH INDISPENSABLE TO STUDENTS’ GROWTH, AND EFFECTIVE COLLABORATION BETWEEN THE TWO IS ESSENTIAL FOR SUPPORTING STUDENTS’ PHYSICAL AND MENTAL WELL BEING. THE ESTABLISHMENT OF PARENT TEACHER ASSOCIATIONS (PTAS) ENABLES PARENTS TO TAKE AN ACTIVE ROLE IN SCHOOL MANAGEMENT AND TEACHING ACTIVITIES, THEREBY STRENGTHENING COOPERATION IN JOINTLY NURTURING STUDENTS. CURRENTLY, THE LEVEL OF PARENTAL INVOLVEMENT IN SCHOOL EDUCATION MANAGEMENT REMAINS SUBOPTIMAL. MANY PARENTS HAVE LIMITED UNDERSTANDING OF SCHOOL MANAGEMENT SYSTEMS, TEACHING MODELS, AND ONGOING INSTRUCTIONAL ACTIVITIES. THIS LACK OF INVOLVEMENT LEADS TO INEFFECTIVE COMMUNICATION AND COLLABORATION, RESULTING IN A MISALIGNMENT OF FAMILY AND SCHOOL EDUCATIONAL GOALS AND A DIMINISHED ABILITY TO FORM A UNIFIED EDUCATIONAL EFFORT. IN THIS CONTEXT, PTAS HAVE BECOME AN IMPORTANT MECHANISM FOR LINKING FAMILIES AND SCHOOLS, GRADUALLY EMERGING AS AN EFFECTIVE MEANS OF IMPROVING RELATIONSHIPS AND PROMOTING COOPERATION. NEVERTHELESS, CHALLENGES AND CONFLICTS PERSIST IN THE PROCESS OF HOME–SCHOOL COLLABORATION, AND BOTH THE PROCEDURES AND OUTCOMES OF COOPERATION REQUIRE FURTHER IMPROVEMENT. THIS STUDY INVESTIGATES THE CURRENT STATE OF HOME–SCHOOL COOPERATION WITHIN PTAS IN MACAO, FOCUSING ON FOUR DIMENSIONS: AWARENESS OF HOME–SCHOOL COOPERATION, THE CONTENT OF COOPERATION, THE METHODS USED, AND INFLUENCING FACTORS. A MIXED METHODS APPROACH WAS ADOPTED. ELECTRONIC QUESTIONNAIRES WERE DISTRIBUTED USING SNOWBALL SAMPLING TO TEACHERS AND PARENTS FROM VARIOUS SCHOOLS IN MACAO, AND SEMI STRUCTURED INTERVIEWS WERE CONDUCTED TO GAIN A COMPREHENSIVE UNDERSTANDING OF HOME–SCHOOL COOPERATION FROM BOTH PERSPECTIVES. THE KEY FINDINGS ARE AS FOLLOWS: • PARENTS: THE ESTABLISHMENT OF PTAS IS HIGHLY IMPORTANT, AS THEY SERVE AS A CRUCIAL BRIDGE FOR COMMUNICATION BETWEEN PARENTS AND SCHOOLS. • TEACHERS: THE ESTABLISHMENT OF PTAS IS HIGHLY IMPORTANT, AS THEY FACILITATE CLOSE COLLABORATION BETWEEN PARENTS AND TEACHERS AND PROMOTE KNOWLEDGE SHARING. 近年來，世界各國普遍重視家庭與學校的合作，以促進家校的協同效應，推動更高品質的教育發展。家庭教育與學校教育是構成學生成長發展中不可或缺的兩大要素，二者的協同效應對於促進學生身心健康發展至關重要，因此，有機協調家庭教育與學校教育——通過成立家長教師會，家長能積極擔當學校教學管理的其中一個角色，促使雙方攜手合作，共同育人。 目前，許多家長對參與學校教育管理的情況並不理想。家長對學校的管理體系和教學模式了解不多，對學校開展的教學活動及其進度知之甚少，這個家長缺乏參與的現象，導致缺乏有效溝通與合作，最終使到家庭和學校之間在教育目標上相互脫節，無法在統一的教育中同心協力。在這個情景下，家長教師會成為家校雙方彼此連繋的重要工具，逐漸成為改善家校關係及促進合作的有效途徑。儘管如此，家校合作的過程中仍然存在一些挑戰和矛盾，無論在合作的過程還是效能的提升，仍有待加強。 本研究旨在探討澳門的家長教師會在家校合作中，對家校合作的認識、家校合作的內容、家校合作的方式、家校合作的影響因素等四個維度，對家校合作的現狀進行了調查研究。根據研究目的，本研究採取混合性研究方法，通過滾雪球抽樣方式發放電子問卷，選取必須是來自澳門不同學校的教師及家長作為研究對象，並進行半結構式訪談，以全面了解家長和教師在家校合作中的實際情況。研究結果顯示如下： 1. 家長：學校成立家長教師會非常重要，它是家長和學校溝通的主要橋樑 2. 教師：學校成立家長教師會非常重要，家長和教師透過建立緊密合作關係，促進知識共享