本研究旨在從文化獲得的社會化歷程探討一個學習者學習行為的類型。此學習者 是一個五歲華裔兒童的個案，個案的成長環境是一個具有美國文化的社會及臺灣文化的父母 的教育觀的雙重文化。為了有系統的獲得學習者的文化類型，以田野觀察作為資料收集的方 法，以 Pitman 等人（ 1989 ）的田野調查指引作為資料編碼及分析資料的依據。本研究發 現：社會依附關係、學習過程、遊戲、和行為塑造是學習者在學習行為方面獲得的主要類型 。每一種類型之社會化歷程，是源自文化環境之整體結構。父母是孩子的同伴，孩子和母親 相處的時間多於和父親相處的時間。父母是孩子行為塑造者，學習者的媽媽在塑造他的行為 所扮演的是一個訓練型和控制型的角色。示範、模仿、嘗試錯誤、觀察、遊戲是學習者最常 見的學習過程。學習者很少在不熟悉的或不安全的環境下從事遊戲的活動。根據本研究發現 提出一些建議以作為家長和教師在教育方面之參考。

　　　　　This study was to explore the patterns of cultural acquisition on a child's learning behaviors. The learner with five years old was raised up in a multi-cultural of combining American's with Taiwanese's cultures. To gather the data systematically, field observation was a primary method and a field guide cited from Pitman et al. (1989) was a main reference of coding and analyzing data. It is found that parent-child relationship, learning processes, play, and shaping behavior were the four main cultural patterns of the learner's learning behavior. The process of socialization of each pattern was stemmed from the holistic structure of the cultural environment. Parents are companions of the learner. Mother staying with the learner was more frequent than father did. The parents are the major persons for shaping the learner's behavior. The role of the learner's mother for shaping the learner's behaviors was as a trainer and a controller. Demonstrating, modeling, try-and-error, observing, and playing were the learning processes of the learner. The implication of the study has been addressed.