HKIER

摘要

自Plowden報告書（1967）發表後，很多研究都指出家長的參與能促進子女的教育成就。西方的一些學校與家庭合作模式逐漸發展成為由家長任校董，監管所有校政及決策的高度參與模式。在香港，家長主要在家中教育子女。近午來，由於民主意識及消費者權益的推廣，家長開始向學校提出較多的要求；由於全民教育水準的提高，家長也有較高的能力參與子女的教育。因此，傳統的家庭與學校合作模式正顯得不合時宜。本文根據沈雪明及其同事（1994）的調查數據，探討了香港的家庭與學校關係的發展、家長在不同層次參與的架構及家長更多參與教育事務的動與反動力。

Abstract

Since the publication of the Plowden (1967) report, a lot of researches have shown that parent participation will improve the educational outcome of the young. Some models of home-school cooperation in the west have developed to such an extent that parents are school managers who monitor all policy and decision makings. In Hong Kong, parents' participation in children's education was mainly home-based. In recent years, with the promotion of democratic practices and consumer rights, parents in Hong Kong have started to demand more from the school; with the higher general education level, they are also capable to contribute more to their children's education. Accordingly, the model of home-school cooperation would need to be changed. Based on the survey data obtained by Shen et al. (1994), this paper investigates the development of the home-school relation, the framework of different levels of parent participation and the force and counteracting force for further parent participation in educational matters in Hong Kong.