| DC 欄位 |
值 |
語言 |
| DC.contributor | 客家研究碩士在職專班 | zh_TW |
| DC.creator | 古美瑤 | zh_TW |
| DC.creator | Mei-yao Ku | en_US |
| dc.date.accessioned | 2014-7-15T07:39:07Z | |
| dc.date.available | 2014-7-15T07:39:07Z | |
| dc.date.issued | 2014 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=101756025 | |
| dc.contributor.department | 客家研究碩士在職專班 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 本研究主要目的在瞭解台灣客家族群教養觀之世代差異，以生態系統理論為研究架構，針對居住新竹地區客家族群的父母，年齡以1961年為分界（即50歲以上及50歲以下），十二對廿四位父母，採用半結構的訪談之質性研究方式進行，研究者瞭解在不同背景出生的父母，對教養子女之差異情形，然而所謂客家父母如何在有意無意間傳遞父母內在的情感、認知與價值觀念等，透過子女的互動，把這些訊息給傳給子女。因父母教養方式的影響是多層次互相的影響，Bronfenbrenner（1979），所提出的生態系統理論，這個理論用來說明個體發展的生態環境。強調個人的發展來自個體與環境的互動，其互動模式不只介於同一層環境系統中，而是多層環境系統中的交互作用，因此在探究個體行為模式時，必須由個體、家庭、環境等各個層面來探討，不僅可得到較多的線索並能獲取更深度的資料。
本研究發現主要差異：一、 家庭（小系統）等相關因素之差異：父母與子女的關係由打罵到朋友關係、由重男輕女到平等對待、教養衝突影響及因應之道：由自行解決到專業協助、教養目標方面的差異：不學壞到適性發展、教育期望的差異：由多讀書到學才藝。二、家庭與學校（中間系統）等相關因素之差異：由男主外女主內到雙薪家庭及重視親子關係、父母與子女老師的影響則由被動到主動、家庭與社區、鄰居的影響式微。三、大眾傳播媒體（外系統）等相關因素之差異：父母工作方面的影響：主要照顧者影響大。四、文化、次文化（大系統）等相關因素之差異：重視家族、族群融合、在客家文化特質方面：重視教育由只有課業到多才多藝、勤勞節儉則由一昧節省到當省才省、客家話則逐漸消失。 | zh_TW |
| dc.description.abstract | 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.
| en_US |
| DC.subject | 教養觀 | zh_TW |
| DC.subject | 生態系統理論 | zh_TW |
| DC.subject | 世代差異 | zh_TW |
| DC.subject | educate concepts | en_US |
| DC.subject | ecological systems theory | en_US |
| DC.subject | generation differ | en_US |
| DC.title | 客家族群教養觀之世代差異：生態系統理論觀點 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |