探討多感官教學課程對三年級學生學習語文的記憶保留之影響

ABSTRACT

THIS STUDY AIMS TO EXPLORE THE EXPERIENCES OF KINDERGARTEN STUDENT TEACHERS IN INCLUSIVE CLASSROOMS, PARTICULARLY ANALYZING THE CURRENT STATE OF TEACHER TRAINING PROGRAMS FOR INCLUSIVE EDUCATION IN MACAU. THE RESEARCH QUESTIONS FOCUS ON SEVERAL ASPECTS: THE MAIN CHALLENGES AND DIFFICULTIES FACED BY KINDERGARTEN STUDENT TEACHERS IN INCLUSIVE SETTINGS, THE STRENGTHS AND WEAKNESSES OF THE EXISTING TRAINING PROGRAMS, AND HOW THESE TEACHERS APPLY THEIR LEARNED KNOWLEDGE IN REAL TEACHING ENVIRONMENTS. THE RESEARCH EMPLOYS A QUALITATIVE APPROACH, UTILIZING SEMI-STRUCTURED INTERVIEWS AND DOCUMENT ANALYSIS TO EXAMINE THE EXPERIENCES OF KINDERGARTEN STUDENT TEACHERS. IT SPECIFICALLY INVESTIGATES THE INCLUSIVE EDUCATION TEACHER TRAINING AT THE UNIVERSITY OF MACAU AND UNIVERSITY OF SAINT JOSEPH, AIMING TO UNDERSTAND THE CURRENT IMPLEMENTATION AND CHALLENGES. THE FINDINGS INDICATE THAT KINDERGARTEN STUDENT TEACHERS ENCOUNTER MULTIPLE CHALLENGES IN INCLUSIVE CLASSROOMS, INCLUDING DIFFICULTIES IN DESIGNING TEACHING CONTENT, INSUFFICIENT TEACHING STRATEGIES, ON-SITE DILEMMAS AND PRESSURES, AND INADEQUATE SUPPORT SYSTEMS. SPECIFICALLY, STUDENT TEACHERS COMMONLY REPORT CHALLENGES IN BALANCING THE LEARNING NEEDS OF BOTH REGULAR AND SPECIAL NEEDS STUDENTS WHEN DESIGNING CURRICULA, PARTICULARLY LACKING EFFECTIVE RESPONSE STRATEGIES IN UNEXPECTED SITUATIONS. FURTHERMORE, THE LACK OF RESOURCE SUPPORT AND IMMEDIATE GUIDANCE CONTRIBUTES TO FEELINGS OF ISOLATION AND INCREASED STRESS DURING THE TEACHING PROCESS. REGARDING THE CURRICULUM CONTENT, INTERVIEWED STUDENT TEACHERS GENERALLY FIND THE TRAINING RICH, COVERING INCLUSIVE EDUCATION CONCEPTS, CHARACTERISTICS AND CLASSIFICATIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS （SEN）, CLASSROOM MANAGEMENT, INDIVIDUALIZED EDUCATION PROGRAMS （IEP）, AND INTERNATIONAL CASE STUDIES OF INCLUSIVE EDUCATION. HOWEVER, THEY ALSO POINT OUT THAT THE CURRICULUM IS OVERLY THEORETICAL, LACKING PRACTICAL EXERCISES AND SIMULATIONS, WHICH LEAVES THEM FEELING UNPREPARED FOR REAL INCLUSIVE SITUATIONS. THEY SUGGEST THAT THE CURRICULUM SHOULD BETTER ALIGN WITH PRACTICAL NEEDS BY INCORPORATING MORE FIELD OBSERVATIONS, SITUATIONAL SIMULATIONS, REAL CASE ANALYSES, AND PARTICIPATION FROM CROSS-DISCIPLINARY MENTORS. ADDITIONALLY, THE STUDY REVEALS THAT WHILE KINDERGARTEN STUDENT TEACHERS CAN EFFECTIVELY APPLY TOOLS SUCH AS VISUAL PROMPTS, FLASHCARDS, AND REINFORCERS IN THEIR TEACHING, MOST EXPRESS THAT APPLYING THEIR KNOWLEDGE OFTEN REQUIRES REPEATED TRIALS AND ADJUSTMENTS. THERE IS A WIDESPREAD DEMAND FOR ONGOING LEARNING, WITH STUDENT TEACHERS HOPING TO PARTICIPATE IN ADVANCED COURSES, OBSERVE DEMONSTRATION CLASSES, AND RECEIVE IMMEDIATE TEACHING ADVICE AND PSYCHOLOGICAL SUPPORT. THE RESULTS OF THIS STUDY EMPHASIZE THE IMPORTANCE OF TEACHER TRAINING IN ENHANCING KINDERGARTEN STUDENT TEACHERS' ABILITIES TO ADDRESS THE CHALLENGES OF INCLUSIVE EDUCATION. FUTURE TRAINING PROGRAMS SHOULD FOCUS MORE ON PRACTICAL TRAINING AND PROVIDE ADEQUATE RESOURCE SUPPORT AND IMMEDIATE GUIDANCE TO HELP STUDENT TEACHERS BETTER UTILIZE THEIR PROFESSIONAL SKILLS IN INCLUSIVE EDUCATIONAL ENVIRONMENTS. BY STRENGTHENING PRACTICAL EXERCISES, PROMOTING CROSS-DISCIPLINARY COLLABORATION, AND ESTABLISHING SUPPORT SYSTEMS, THE CONFIDENCE AND CAPABILITIES OF KINDERGARTEN STUDENT TEACHERS CAN BE EFFECTIVELY ENHANCED, THEREBY IMPROVING THE QUALITY AND SUSTAINABILITY OF INCLUSIVE EDUCATION. 本研究旨在探討幼稚園實習教師在融合班中的經驗，特別是分析本澳融合教育學科的培訓現況。研究問題主要集中於以下幾個方面：幼稚園實習教師在融合班中面臨的主要挑戰和困難、現行幼稚園實習教師對學科課程的優缺點，以及幼稚園實習教師如何將所學知識應用於實際教學環境中。 本研究為質性研究，透過半結構訪談法及文件分析法，以幼稚園實習教師的經驗為例，探討現時澳門大學及聖若瑟大學中的融合教育學科實行的現況及挑戰。 研究結果顯示，幼稚園實習教師在融合班中面臨多重挑戰，主要包括教學內容設計困難、教學策略不足、現場困境與壓力、以及支援制度不足等。具體而言，幼稚園實習教師普遍反映在設計課程時難以兼顧普通學生與特殊需求學生的學習需求，尤其在面對突發情況時缺乏有效的應對策略。此外，資源支持的不足和缺乏即時指導使得幼稚園實習教師在教學過程中感到孤立無援，進一步加重了他們的壓力。 在課程內容方面，受訪幼稚園實習教師普遍認為課程內容豐富，涵蓋了融合教育理念、特殊學習需求（SEN）學生的特徵與分類、課堂管理、個別化教育計畫（IEP）及國際融合教育案例影片。然而，幼稚園實習教師們也指出課程偏重理論講述，實作與模擬演練不足，這使得他們在面對真實的融合情境時感到無所適從。幼稚園實習教師普遍建議課程應加強與實習需求的對接，增加實地觀課、情境模擬、真實個案分析及跨專業導師的參與等。 此外，研究還發現，幼稚園實習教師在應用所學知識於實際教學中時，雖然能夠有效地將視覺提示、圖卡和強化物等工具應用於教學，但多數幼稚園實 IV 習教師表示知識的應用往往需經歷反覆試驗與調整。幼稚園實習教師們普遍表達對持續學習的需求，期望能參加進階課程、觀摩示範班級，並獲得即時的教學建議和心理支持。 本研究的結果強調了融合教育學科在提升幼稚園實習教師應對融合教育挑戰能力方面的重要性。未來幼稚園實習教師的學科培訓應更加注重實務操作的訓練，並提供更為充足的資源支持和即時指導，以幫助幼稚園實習教師在融合教育環境中更好地發揮其專業能力。透過強化實務演練、促進跨專業合作、設立支持系統等措施，能夠有效提升幼稚園實習教師的教學信心與能力，進而推動融合教育的質量與可持續發展。