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ABSTRACT

THIS STUDY TAKES INCLUSIVE STUDENTS IN MACAO SECONDARY SCHOOLS AS THE RESEARCH OBJECT, REFERENCING AND BORROWING BRONFENBRENNER'S ECOLOGICAL SYSTEMS THEORY AS THE RESEARCH FRAMEWORK. USING A MIXED RESEARCH METHOD COMBINING QUESTIONNAIRE SURVEYS AND SEMI-STRUCTURED INTERVIEWS, IT EXPLORES THE CURRENT STATUS OF CAMPUS LIFE, INFLUENCE MECHANISMS, AND IMPROVEMENT STRATEGIES FOR INCLUSIVE STUDENTS IN MACAO SECONDARY SCHOOLS UNDER THE INCLUSIVE EDUCATION SYSTEM. IT REVEALS THE COMPREHENSIVE IMPACT OF THE QUALITY OF TEACHER-STUDENT AND PEER INTERACTIONS, THE MUTUAL INFLUENCE OF MULTIDIMENSIONAL VARIABLES, SCHOOL RESOURCE ALLOCATION, AND POLICY CULTURE ON THE EXPERIENCES OF INCLUSIVE STUDENTS. THE STUDY FINDS THAT THE CAMPUS LIFE OF INCLUSIVE STUDENTS GENERALLY SHOWS POSITIVE INTERACTIONS, WITH OVERALL POSITIVE TEACHER-STUDENT AND PEER RELATIONSHIPS. HOWEVER, THEY STILL FACE CHALLENGES IN PARTICIPATION OPPORTUNITIES, ACADEMIC PERFORMANCE, AND SELF-IDENTITY. THERE IS A SIGNIFICANT SYNERGISTIC EFFECT AMONG VARIOUS DIMENSIONS: POSITIVE INTERPERSONAL INTERACTIONS CAN ENHANCE EMOTIONAL SUPPORT AND SOCIAL PARTICIPATION, WHILE UNEQUAL SCHOOL RESOURCE ALLOCATION AND SOCIAL COGNITIVE BIASES TOWARDS INCLUSIVE EDUCATION AFFECT THE IMPLEMENTATION OF POLICY GOALS. 本研究以澳門中學融合生為研究對象，參考並借用BRONFENBRENNER的生態 系統理論作為研究討論，利用問卷調查與半結構式訪談相結合的混合研究方 法，探究澳門中學融合生的校園生活現狀、影響機制及改進策略，揭示其師生 與同儕互動質量、多維度變量的相互影響、學校資源配置及政策文化對融合生 體驗的綜合影響。 研究發現，融合生校園生活整體呈現積極互動，當中師生關係及同儕關係 總體正向，但在參與機會、學業表現與自我認同仍面臨挑戰；各維度間存在顯 著協同效應，積極的人際互動可增強情感支持與社會參與，而學校資源分配不 均及社會對融合教育的認知偏差影響了政策目標落實。研究從政府層面，包括 強化政策統籌與師資培訓、學校層面，如推進彈性課程與共融文化建設以及教 師層面，需深化個別化教學與優勢導向評價提出建議，期望推動澳門融合教育 向更具包容性的實踐轉型，並為澳門融合教育研究提供理論與方法參考。