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|Keywords: ||教養觀;生態系統理論;世代差異;educate concepts;ecological systems theory;generation differ|
|Issue Date: ||2014-10-15 14:49:48 (UTC+8)|
;The purpose of this research is to understand the generation differences in educate concepts of Hakka group in Taiwan. The 12 couples of parents (total 24 people) are divided with the year 1961 (below and above 50 year-old) and parents who are Hakka people and live in Hsinchu based on the frame of ecological systems theory. This is a qualitative research of semistructured interviews that the researcher knows the differences of educating their children when their parents are in different backgrounds. However, how do Hakka parents intentionally or unintentionally deliver their messages of internal emotions, cognitions and values to their children through the interactions with their children? The education ways from the parents can have multiple level effects for both the children and parents.
An ecological systems theory was given out by Bronfenbrenner in 1979 which explains the ecological environment of individual development and empathizes that the interactions between individuals and environments are where the individual development come from. Its interaction model not only does lie in between same levels of the ecological environment but also lie in multiple levels of the ecological environment. Thus, not only does acquire more clues by discussing individuals, families, environments and other levels but also earn deeper information when discussing individual behavioral models.
The primary differences that were found out in this research are that:
1. Differences of related factors of families (small system) are:
The relationships between parents and children are becoming from beating their children to being friends with them; from patriarchy to equal treatment; the conflicts and effects of education and their solutions; the relationships between parents and children are becoming from self-problem solving to professional help; the differences of education targets; the children are becoming from only being good to adaptive development; differences of education expectations from parents, and children are learning from reading books to being talented and skilled by itself.
2. Differences of related factors of families and schools (medium system) are: From having more of an outdoor by men and having more of an indoor life by women to dual-earner household; taking parent-child relationship seriously; the effects between parents and the children’s teachers are becoming from passive to active; effect of families, and communities and neighbors is decreasing.
3. Differences of related factors of mass media (outer system) are: The parents having jobs has huge effect to the primary caregivers.
4. Differences of related factors of cultures and subcultures (big system) are : On the characteristic aspect of Hakka culture, take seriously on families and blending the groups; take education seriously from homework to being more talented and skilled;
hard-working and thrifty character is changing from stingy to being thrifty when it’s necessary; the Hakka languages is gradually disappearing.
|Appears in Collections:||[客家研究碩士在職專班] 博碩士論文|
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