「親師合作教學」是跨世紀教育願景的新契機，結合學校、家長的人力資源，引導家長進入校園，參與學校教育，使學生獲得最有效的學習。本研究為因應九年一貫課程教學多元化目標，特選擇「社會學習領域」為觀察重點，編製「社會學習領域親師合作教師教學問卷」，並以宜蘭縣國小教師進行問卷調查，探討影響親師合作教學成效之關鍵因素，提供國民小學教師參考與應用。 研究結果顯示，295位宜蘭縣教師在社會學習領域實施親師合作教學比例達44.7%，影響親師合作教學成效之關鍵因素包括：家長協助實際教學與實作、家長對教師的信賴度與家長經驗與專長、親師之間時間上的配合、教師規劃的能力與學校支持度；而影響教師實施意願包括時間上配合及家長參與度以及該活動是否真正有需要實施親師合作。由於有90%以上教師對於未來實施親師合作教學多持高度願意，因此肯定教師對親師合作教學之運用價值。最後本研究並提出若干實施親師合作教學的參考與訓練建議，希冀提供教師在親師合作教學上之運用。 A new education strategy called Cooperation of Parents and Teachers (CPT) which involves parents into the elementary school educational systems enabling students obtaining more effective learning performance. The purpose of this study was regarding the significant factors for CPT teaching methods effectiveness of social science in I-Lan County elementary school. Result shows that 44.7% of the 295 teachers in I-Lan County use CPT teaching methods. The key factors that influence the teaching effects includes: parent’s experience in assisting teaching, the trust for parents in the teacher’s profession, parent’s expertise, the timing problems (parents do have their own job), teacher’s abilities of planning the CPT, and the support system from school administration. Most of the teachers are highly positive support on CPT teaching, and 90% of them will consider applying the CPT teaching in the future. The further applications and suggestions are discussed.
