[[alternative]]An action research on Parent-Teacher cooperation for elementary school teachers and Foreign Spouses

[[abstract]]研究者因身為教育現場的老師，深深了解親師合作的重要，但一般老師常常為了效率而不與外籍媽媽聯絡，或者是無法和外籍媽媽有較深入的接觸，因此而忽略了外籍媽媽教養孩子的能力。外籍媽媽的加入其實可以協助解決更多有關外籍配偶子女的教育問題，也能透過參與學校或班級的活動，讓外籍媽媽更快融入台灣生活。因此本研究試圖設計一些親師合作的多元文化課程，實地進行行動研究來拉進外籍媽媽和老師、本籍家長，以及班上學生的互動。 研究目的如下：(1)、了解現今外籍媽媽在台生活適應的狀況，以及其參與孩子教育的困難之處，針對需要擬定教學行動策略；(2)、利用親師合作來擴大外籍媽媽的生活經驗，使其能參與子女的教育過程；(3)、藉由親師互動頻率的增加，協助外籍配偶家庭孩子的成長適應；更重要的是，(4)、透過老師的穿針引線，增進本籍家庭與外籍配偶家庭的互動經驗，讓學生與家長學會了解、尊重其他文化。 研究範圍是某國小二年級的班級，班上有一位印尼籍的媽媽，研究的對象包括班上的本籍子女、外籍配偶子女、印尼媽媽、印尼媽媽的先生、本籍家長和該班的導師。多元文化課程進行的時間為二年級上學期，並配合其他學期領域設計十次課程，分別為分享暑假、慶祝中秋節、家庭樹、各國風俗民情、說故事、水果拼盤、歌曲教唱、多元文化闖關活動、角色扮演、火鍋大會，其中有五次課程邀請家長共同來參與，以達到親師合作的目的。 為了解參與者在研究過程中獲得的改變，從課程實施後訪談中發現，本籍家長會更關注外籍配偶的相關議題，也會關心外籍配偶子女的身心發展。班上的風氣也獲得轉變，不只外籍配偶的子女喜歡媽媽參與班級活動，其他的孩子們也更懂得尊重別人。班級的導師方面，則是隨著研究進行更加肯定親師合作的重要，不僅讓教學工作更順利進行，親師雙方也能更加了解及信任。 研究後所獲得的結論如下：(1)、親師合作可以創造親師生三贏的場面，但需要老師扮演更主動的角色。(2)、外籍配偶方面可以藉由頻繁的接觸化解誤會，但是本研究對印尼媽媽的影響仍較不足。(3)、多元文化課程對孩子可以產生正面的影響，以台灣目前的人口構成來說，更有實行的必要性。所以建議：(1)、教師可以讓更多家長共同參與活動，並逐步提高親師合作的層次。(2)、在外籍配偶家庭的配合下，學校和班級可以藉由親師合作進一步幫助外籍配偶融入台灣生活。(3)、學校可以先利用彈性課程實行多元文化教育，並採用多樣化的教材，再配合學年提升教學內容及層次。讓教育現場發揮的力量不只可以教育外籍配偶子女，也能讓外籍媽媽順利參與子女的教育。[[abstract]]The researcher is a school teacher and knows the importance of the parent-teacher cooperation. However, most teachers tend not to be bothered with contacting mothers of foreign nationalities or find it difficult to have in-depth conversations with them. Therefore, the abilities of foreign mothers to educate their children are often overlooked. In fact, the participation of foreign mothers can assist in the education issues associated with children of intermarriages. Meanwhile, through the activities initiated by school or class, foreign mothers can integrate into the Taiwanese life at a quicker pace. Therefore, this research paper attempts to devise some multi-culture curriculum that involves the parent-teacher cooperation in order to shorten the distance between foreign mothers, local fathers, students and teachers with on-site activities. The purpose of this research paper is as follows. Firstly, to understand how foreign mothers adapt to local life and the difficulties they encounter in dealing with the education of their children. Such an understanding is necessary to the strategic planning in education. Secondly, to broaden the life experience of foreign mothers with the parent-teacher cooperation so that they can participate in the education progress of their children. Thirdly, to assist the growth of children of intermarriages via more frequent interactions between parents and teachers. Most importantly, to enable students and parents to learn and respect different cultures through the interactions between local families and foreign parents with the efforts from teachers. The case study is on a second-year class in one elementary school. The mother of one student in this class is Indonesian. The scope of this research study covers local students, the student of this intermarriage, the Indonesian mother and her local husband, local parents and the teacher of the class. The multi-culture curriculum was conducted during the first semester of the second year and in concurrent with other subjects with ten sessions, i.e. summer vacation experience sharing, the celebration of Mid Autumn Festival, family tree, customs and folklore of different countries, story telling, food platters, singing & teaching, multi-culture games, role plays and steam boat meals. Five out of these ten sessions invited the parents to take part so that teachers could work together with the parents. In order to understand the changes acquired by the participants during the research process, this research paper conducted after-the-event interviews and found that local parents tend to pay more attention to the issues related to foreign spouses, as well as the physical and mental developments of the children of intermarriages. The atmosphere of the class was transformed. The child of the foreign mother enjoyed the class activities. Other children learned how to respect others. The class teacher found it much easier to facilitate the teaching over the course of the research activities and further confirmed the importance of the parent-teacher cooperation. Meanwhile, this exercise enhanced the mutual understanding and trust between parents and teachers. The research concludes the following: (1) A three-win situation among students, parents and teachers can be created with the parent-teacher cooperation. However, teachers have to take more initiatives. (2) Foreign parents learn to resolve misunderstandings through frequent contacts and interactions. However, this research activity did not influence much to the Indonesia mother. (3) Multi-culture curriculum has a positive impact to children. It is a necessity given the population structure of Taiwan. Therefore, this research suggests the following: (1) Teachers may gradually step up the parent-teacher cooperation by inviting more parents to get involved. (2) With the participation of intermarriage families, the school and the class can further help foreign parents to integrate into the Taiwanese life via the parent-teacher cooperation. (3) Schools may beef up their multi-culture education content with flexible curriculum and by adopting multi-culture teaching materials. The next steps will be to enhance the content and depth of the teaching materials year by year so that the education does not only reach out to the children of intermarriages, but also to the foreign mothers so that they can be part of the education process of their children