澳門小學班主任運用線上通訊軟件進行親師溝通之現狀研究: 以企業微信為例

This study, conducted against the backdrop of educational digital transformation, focuses on the current status of primary school homeroom teachers in Macau utilizing WeCom for parent-teacher communication. Scholars generally emphasize the importance of parent-teacher communication for student development, and the Macau government and various schools have actively promoted home-school collaboration through policy guidance and resource investment. On the other hand, since 2020, the Macau government's “Smart Campus” initiative has designated WeCom as the core platform for school-parent communication. Currently, approximately 80% of schools are using WeCom ,but empirical research on this topic remains scarce. This study employs qualitative research methods, conducting semi-structured interviews with eight private elementary school homeroom teachers to systematically analyze platform usage patterns, effectiveness, strategies, and challenges. The study found that the content communicated by homeroom teachers via this platform can be broadly categorized into three main types: academic notifications, individual student support, and parent feedback. However, the study also revealed challenges that need to be addressed, including blurred boundaries between work and life due to communication outside of working hours, insufficient emotional communication, and privacy concerns. In terms of strategies, teachers effectively promoted the establishment and development of home-school trust relationships through layered communication strategies (such as combining group chat announcements with private chats) and differentiated handling of sensitive issues. These digital communication models demonstrated significant advantages: their official attributes enhanced the credibility of messages, their real-time communication characteristics improved communication efficiency, and layered communication effectively balanced privacy and efficiency. Additionally, based on empirical findings, the study proposes platform functionality optimization recommendations, advocating for the development of smart reply and time management tools; emphasizing the need to strengthen training in digital communication skills for teachers and elderly parents; and suggesting the establishment of clear usage guidelines to define responsibility boundaries. This study not only fills the research gap in online parent-teacher communication in Macau but also provides concrete practical suggestions for education policymakers, school administrators, and teachers. It also provides theoretical basis and practical guidelines for constructing a healthy and efficient home-school communication ecosystem in the context of smart education. Future research can be expanded to public schools, cross-regional comparisons, or long-term tracking studies to further refine digital home-school communication models.

本研究基於教育數字化轉型的背景，聚焦澳門地區小學班主任運用企業微信（企微，Wecom）開展親師溝通的現況。學者普遍強調親師溝通對學生成長的重要性，而澳門政府及不同的學校亦通過政策引導及資源投入積極推廣家校合作。另一方面，自2020起，澳門政府推出的「智慧校園」計劃將企業微信確立為家校溝通的核心平台，現時已有約八成學校正使用企業微信，但相關實證研究仍為空白。研究採用質性研究法，通過對八名私立小學班主任的半結構訪談，系統地分析平臺使用模式、成效、策略及挑戰等。研究發現了普遍班主任利用此平臺作溝通的內容可分為三大類，主要用於學業通知、個別學生支援及家長反饋。然而研究同時揭示了有待解決的問題，包括在非工作時間溝通令工作與生活界限模糊、情感溝通不足及隱私顧慮等挑戰。有關策略方面，教師通過分層溝通策略（如群聊公告結合私聊）和差異化處理敏感問題，有效促進家校互信關係的建立與發展。這些數字化溝通模式展現了顯著的優勢，其官方屬性強化了訊息的可信度、即時溝通的特性提升了溝通的效率、分層溝通則有效地兼顧了隱私及效率。另外，基於實證發現，研究提出平臺功能優化建議，主張開發智慧回覆與時段管理工具；強調需加強教師及老年人家長數位溝通能力的培訓；建議制定明確的使用規範以界定職責邊界。本研究不僅填補了澳門地區線上親師溝通的研究空缺，為教育政策制定者、學校管理者及教師提供了具體的建議，同時也為智慧教育背景下建構健康且高效的家校溝通生態提供了理論依據與實踐指南。未來研究可擴展至公立學校、跨地區比較或混合研究，以進一步完善數位化家校溝通模式。