生成式人工智能對澳門高中資訊科技學習動機與學習成效之影響研究

ABSTRACT

THIS STUDY EMPLOYED QUALITATIVE RESEARCH METHODS TO EXPLORE THE PRACTICAL EXPERIENCES AND CHALLENGES OF PRIMARY SCHOOL TEACHERS IMPLEMENTING INCLUSIVE EDUCATION IN MACAO. THROUGH IN-DEPTH INTERVIEWS WITH FOUR PRIMARY SCHOOL TEACHERS WITH VARYING YEARS OF TEACHING EXPERIENCE, SUPPLEMENTED BY SIX CLASSROOM OBSERVATION RECORDS, THE STUDY ANALYZED TEACHERS' PRACTICES IN CURRICULUM AND INSTRUCTION, CLASSROOM MANAGEMENT, PARENT-TEACHER INTERACTION, AND PROFESSIONAL TEAM COLLABORATION. KEY FINDINGS REVEALED: (1) TEACHERS GENERALLY RECOGNIZED THE VALUE OF INCLUSIVE EDUCATION AND DEMONSTRATED HIGH PROFESSIONAL AUTONOMY IN CURRICULUM DESIGN, EMPLOYING INNOVATIVE STRATEGIES SUCH AS FLIPPED CLASSROOMS AND TIERED INSTRUCTION TO ADDRESS DIVERSE STUDENT NEEDS, WHILE FACING CONSTRAINTS OF INSUFFICIENT RESOURCES AND DIFFICULTIES IN BALANCING DIFFERENT STUDENTS' NEEDS; (2) IN TEACHING PRACTICES, TEACHERS WIDELY UTILIZED MULTISENSORY TEACHING AND DIFFERENTIATED INSTRUCTION STRATEGIES, WITH CLASSROOM OBSERVATIONS SHOWING EFFECTIVE INTEGRATION OF VARIOUS TEACHING METHODS, THOUGH REPETITIVE INSTRUCTION CREATED TIME PRESSURES; (3) CLASSROOM MANAGEMENT FOSTERED AN INCLUSIVE ATMOSPHERE THROUGH ENVIRONMENTAL PLANNING, VISUAL SUPPORTS, AND PARTICIPATORY MANAGEMENT, WITH OBSERVATIONS INDICATING POSITIVE INCLUSIVE CLASSROOM CLIMATES; (4) PARENT-TEACHER INTERACTIONS FACED CHALLENGES FROM DIVERSE PARENTAL ATTITUDES RANGING FROM ACTIVE SUPPORT TO SKEPTICISM AND RESISTANCE, REQUIRING TEACHERS TO EMPLOY DIFFERENT COMMUNICATION STRATEGIES TO BUILD TRUST; (5) PROFESSIONAL TEAM COLLABORATION EXHIBITED ISSUES OF FORMALIZATION AND UNCLEAR ROLE DEFINITIONS, AFFECTING SUPPORT EFFECTIVENESS. THE STUDY REVEALED SIGNIFICANT TENSIONS BETWEEN INCLUSIVE EDUCATION IDEALS AND PRACTICE, WITH A SEVERE IMBALANCE BETWEEN INDIVIDUAL TEACHER EFFORTS AND SYSTEMIC SUPPORT. RECOMMENDATIONS INCLUDE ESTABLISHING MULTI-TIERED TEACHER SUPPORT NETWORKS, REFORMING TEACHER EDUCATION CURRICULA, DEVELOPING LOCALIZED INCLUSIVE EDUCATION MODELS, AND STRENGTHENING SYSTEMATIC POLICY CONSIDERATIONS TO PROMOTE SUSTAINABLE DEVELOPMENT OF INCLUSIVE EDUCATION IN MACAO. 本研究採用質性研究方法，探討澳門地區小學教師實施融合教育的實踐經驗與挑戰。研究透過深度訪談四位不同教學年資的小學教師，並輔以六份課堂觀察記錄，深入分析教師在課程教學、班級經營、親師互動及專業團隊合作等面向的實踐情形。 研究發現： （一）教師普遍認同融合教育價值，在課程設計上展現高度專業自主性，能運用翻轉教室、分層教學等創新策略因應學生多元需求，但面臨資源不足與平衡不同學生需求的困境； （二）教學實踐上廣泛運用多感官教學、差異化教學等策略，觀課記錄顯示教師能有效整合各種教學方法，惟重複教學造成時間壓力； （三）班級經營透過環境規劃、視覺支援與參與式管理營造共融氛圍，觀察顯示班級融合氛圍良好； （四）親師互動面臨家長態度差異大的挑戰，從積極支持到懷疑抗拒不等，教師需運用不同溝通策略建立信任； （五）專業團隊合作存在形式化、角色定位不清等問題，影響支援效能。 研究揭示融合教育理念與實踐間存在顯著張力，教師個人努力與系統支援嚴重失衡。建議建立多層次教師支援網絡、改革師資培育課程、發展本土化融合教育模式，並加強政策的系統性思考，以促進澳門融合教育的永續發展。