本論文透過科技接受模式之知覺易用性、知覺有用性、使用者態度與行為意向間的相互關係，探討使用社群軟體LINE進行親師溝通所產生的問題。藉由此研究的結果，希望對於未來在家長與教師之間的溝通發展有所裨益。 本研究採用文獻探討及問卷調查方式進行相關研究，利用Google表單製作線上問卷「幼兒園家長使用社群軟體進行親師溝通成效之探討─以LINE為例」，研究對象以目前就讀於幼兒園幼兒的家長，回收的有效問卷為318份，並利用SPSS 12.0統計軟體進行相關資料處理與分析，統計方法則採用敘述性統計、獨立樣本T 檢定、單因子變異數分析、皮爾森(Pearson)積差相關分析，及雪費法(Scheffe's method)進行事後檢定分析。 本研究之研究結果如下：一、幼兒園家長對於使用社群軟體 LINE進行親師溝通，在使用知覺方面，同意LINE是一項操作簡單清楚且易學易用並可提高效率的親師溝通工具。二、使用LINE做為親師溝通工具，對於不同的家長背景，在知覺易用性、知覺有用性上有關連性；每日使用LINE次數、每日使用LINE時間對於知覺易用性的認知方面也有顯著差異；每日使用LINE時間對於知覺有用性的認知方面也有顯著差異。三、幼兒園家長對於使用LINE進行親師溝通在使用知覺與使用者態度呈現正相關，影響家長對LINE的使用意向進而提高使用成效，說明了幼兒園家長接受利用社群軟體LINE與教師進行親師溝通。 This study explores the problems of parent-teacher communication using the social software LINE through the relationships between perceived ease of use, perceived usefulness, attitude toward using, and behavioral intention to use through Technology Acceptance Models. I hope the results of this study will be beneficial to the future development of parent-teacher communication. This study uses literature research and questionnaire surveys to conduct relevant research, using Google Forms to create an online questionnaire: ＂A Study of Effectiveness on Preschool Parent and Teacher Communication by LINE＂. The subjects of this study are current preschool parents. 318 valid questionnaires were collected and relevant data were processed and analyzed by SPSS 12.0 statistical software. Statistical methods used in this study are narrative statistics, independent sample T-test, single-factor analysis of variance, and Pearson product difference correlation analysis. Also, Scheffe's method was used for post hoc verification analysis. The results of this study are as follows: First, preschool parents agree on the use of the social software LINE for parent-teacher communication. In terms of using consciousness, they agree that LINE is a simple, clear, easy-to-use and efficient parent-teacher communication tool. Second, the use of LINE as a parent-teacher communication tool is related to perceived ease of use and perceived usefulness for different parental backgrounds. The number of daily use of LINE and the daily use of LINE are also significant in the perceived ease of use. There are also significant differences in the cognitive aspects of perceived usefulness when using LINE time daily. Third, preschool parents' attitude towards using LINE for parent-teacher communication is positively relevant to using consciousness, affecting preschool parents' intentions to use LINE and increasing the effectiveness of using LINE. It showed that preschool parents' acceptance of using social software LINE to conduct parent-teacher communication.
