| 摘要: | 在社會結構的改變和教育程度普通的提升，而生育率卻逐年減少，因此家長對課後補習班的要求，就不是僅提供一個安全環境，對於分擔父母親工作之外的負擔，就有一定的重要性，因此課後補習班的功能，除了是照顧學童、提供學童保育的功能外，還不斷地增加了各式各樣的才華和課業加強的項目，取代單純的課後照顧，並且發展出多樣式的課後補習班的架構。 本研究範圍及對象為台中市西屯區，三所國民小學參加課後補習學童的家長，主要在探討參加課後補習班的家長動機對選擇課後補習班特質的影響分析。研究目的包含：1.了解西屯區國小學童，參加課後補習班現況。2.家長的動機的分析。3.課後補習班的特質分析。4.家長的動機對學童參加課後補習班特質的影響分析。本研究使用之工具和手法，透過問卷統計分析，再利用統計方法包含描述性統計、相關分析和多元迴歸。 本研究結果如下：一、學童家庭背景資料概況分析，有61.1％的學童放學後要參加安親班，且課後補習的天數以每週補習5天的人數最多，每星期補習5天和家長每週上班的天數一樣。二、家長的動機分析，以提升孩子的能力平均數為3.62為家長動機的主要因素，加強課業平均數為3.50、家庭的因素平均數為3.31為次要因素，而社會的壓力平均數為2.85與子女的動機平均數為2.72，則在中間值之下。三、課後補習班的特質分析，設備與環境平均數為4.15，是家長選擇課後補習班特質時的最主要考量因素，服務與行政平均數為3.63、教學與師資平均數為3.60、品牌與價格平均數為3.54與行銷與資訊平均數為3.13，五個項目都在中上的程度。四、家長的動機對學童參加課後補習班特質的預測力均達顯著水準，其中以提升孩子能力為主要預測變項。家長參加課後補習班的動機因素對課後補習班的特質教學與師資、服務與行政、設備與環境、行銷與資訊、品牌與價格五個面向的預測力均達顯著水準。 最後，根據本研究之研究結果，對教育相關單位和學童家長提出建議，管理的相關權責機構，加強宣導課後補習班與課後照顧班的差異，讓家長和學童有法令上的規範和保障，同時建議家長，認真探討孩子的特質，保持良好的溝通管道，並依循適性發展。
In the change of social structure and the general improvement of education level, and the fertility rate is decreasing year by year, parents' requirements for after-school tutoring classes are not only to provide a safe environment, but also to share the burden of parental work. The importance of the after-school tutoring class, in addition to the function of caring for school children and providing childcare, it has also continually added a variety of talent and curriculum enhancement projects, replacing simple after-school care and development. The structure of a multi-style after-school tutoring class. The scope and object of this study are the parents of three primary schools in Xiqiao District, Taichung City, who are attending after-school tutoring. They mainly discuss the influence of parents' motivations on after-school tutoring classes on the characteristics of after-school tutoring. The purpose of the study includes: 1. Understand the current situation of the primary school children in Xitun District and participate in after-school tutoring classes. 2. Analysis of parents' motivations. 3. Analysis of the traits of after-school tutoring. 4. Analysis of the influence of parents' motivation on the traits of schoolchildren after attending after-school tutoring. The tools and techniques used in this study were statistically analyzed through questionnaires, and statistical methods were used to include descriptive statistics, correlation analysis, and multiple regression. The results of this study are as follows: First, Analysis of the background information of schoolchildren's family background, 61.1% of the children attending the home after school, and the number of days after class is the maximum number of days of weekly tutoring for 5 days, 5 days of tutoring per week and the number of days of parents going to work each week. same. Second, Parents' motivation analysis, to improve the child's ability average is 3.62 as the main factor of parental motivation, the average schoolwork is 3.50, the family factor average is 3.31 as a secondary factor, and the social pressure average is 2.85 with children. The average number of motivations is 2.72, which is below the median. Third, he trait analysis of the after-school tutoring class, the average equipment and environment is 4.15, which is the most important factor for parents to choose the after-school tutor traits. The average service and administration is 3.63, the average number of teaching and faculty is 3.60, and the brand. With an average price of 3.54 and a marketing and information average of 3.13, the five items are in the middle. Fourth, the parents' motivations predict the traits of the children's after-school tutoring classes to a significant level, with the ability to improve children's ability as the main predictor. The motivational factors for parents to participate in after-school tutoring classes have reached a significant level of predictive power for the after-school tutoring syllabus and teacher, service and administration, equipment and environment, marketing and information, brand and price. Finally, based on the research results of this study, we will make recommendations to relevant education units and parents of schoolchildren, and the relevant authorities responsible for management will strengthen the differences between the after-school tutoring classes and after-school care classes, so that parents and schoolchildren can have legal regulations. And protection, at the same time recommend parents, seriously explore the characteristics of children, maintain a good communication channel, and follow the development of appropriate. |
