幼兒園初任教保人員親師溝通之探究

Please use this identifier to cite or link to this item: https://dyhuir.dyhu.edu.tw/ir/handle/987654321/1503

Title:	幼兒園初任教保人員親師溝通之探究
Other Titles:	Exploration of Communication Between Parents and Teachers by Novice Early Childhood Educators in Kindergarten
Authors:	黃亭瑞
Contributors:	趙孟婕
Keywords:	幼兒園;初任教保人員;親師溝通;親師溝通挑戰;Kindergarten;Novice teacher;Communication between parents and teachers;Challenges in parent-teacher communication
Date:	2025
Issue Date:	2025-09-02T08:03:26Z
Publisher:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
Abstract:	本研究旨在探究幼兒園初任教保人員親師溝通之探究。研究目的為探究初任教保人員親師溝通的現況、探究初任教保人員在幼兒園執行親師溝通的挑戰、以及初任教保人員維繫親師溝通與建立親師關係的方法。本研究採質性研究，研究對象為七位幼兒園初任教保人員，以半結構式訪談為主要資料蒐集方式。依據資料分析結果為：（一）初任教保人員積極主動投入親師溝通並累積經驗能減緩不安的情緒。（二）初任教保人員對溝通管道的運用，會影響親師溝通效能。（三）與資深教保人員交流，會增進初任教保人員親師溝通能力。（四）初任教保人員的自省有助於親師溝通的專業發展。（五）初任教保人員維繫及建立親師關係的方法有：1.與幼兒建立良好關係，有助於加速獲得家長信任。2.建立持久且良好的日常溝通，有助於親師關係的正向循環。3.主動關懷家長，有助於建立信任的合作關係。依據研究結果，建議：（一）建議初任教保人員：1.善用學校資源與團隊合作。2.與家長及早建立良好的關係。3.及早建立專業形象。（二）建議主管或園所經營者：1.設立輔導、支援制度。2.舉辦親師溝通的培訓課程。（三）建議幼教培育機構：1.增加親師溝通課程內容。2.安排實習期間對親師溝通的觀察與反思。 This qualitative study explores the parent-teacher communication experiences of novice early childhood educators in kindergartens. Through semi-structured interviews with seven participants, the study examines their current communication practices, challenges faced, and strategies for maintaining effective relationships with parents. Results indicate that active engagement, careful use of communication channels, peer interaction, and self-reflection enhance communication skills and reduce emotional stress. Additionally, building strong relationships with children fosters parental trust, while consistent and positive communication with parents creates a cycle of mutual understanding. Proactive care for families further strengthens partnerships. Based on these findings, the study recommends that novice educators make use of institutional resources, cultivate early relationships with parents, and develop a professional presence. It also advises school leaders to establish support systems and offer training, while teacher education programs should incorporate more content and reflective practices related to parent-teacher communication.
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