澳門普通班教師在實施融合教育下的自我效能、融合教育態度及任教融合生教學壓力之關聯性研究

ABSTRACT

THIS STUDY AIMS TO EXPLORE THE ATTITUDES OF KINDERGARTEN TEACHERS IN MACAO TOWARDS EARLY CHINESE LITERACY. USING SEMI-STRUCTURED INTERVIEWS AND PURPOSIVE SAMPLING, EIGHT KINDERGARTEN TEACHERS FROM SEVEN DIFFERENT PRIVATE SCHOOLS IN MACAO WERE INVITED AS STUDY PARTICIPANTS. BASED ON THE INTERVIEW DATA, THE STUDY FURTHER UNDERSTANDS TEACHERS' COGNITION, EMOTIONAL EXPERIENCES, AND SUPPORT TOWARDS EARLY CHINESE LITERACY, AS WELL AS THEIR BEHAVIORAL TENDENCIES IN PRACTICING EARLY CHINESE LITERACY. THE RESEARCH FINDINGS INDICATE: (1) KINDERGARTEN TEACHERS HAVE INSUFFICIENT COGNITION OF EARLY CHINESE LITERACY, MAINLY DUE TO A LACK OF AWARENESS AND UNDERSTANDING OF EARLY CHINESE LITERACY. (2) FROM THE PERSPECTIVE OF EMOTIONAL EXPERIENCES AND SUPPORT, ALL INTERVIEWED TEACHERS SUPPORT THE DEVELOPMENT OF EARLY CHINESE LITERACY AT THE KINDERGARTEN STAGE. (3) KINDERGARTEN TEACHERS EXHIBITED POSITIVE, NEGATIVE, AND NEUTRAL EMOTIONS IN THE PROCESS OF ORGANIZING EARLY CHINESE LITERACY, WITH EMOTIONS INFLUENCED AND TRANSFORMED BY STUDENTS' PERFORMANCE, FROM NEGATIVE TO POSITIVE EMOTIONS. (4) KINDERGARTEN TEACHERS FACE SHORTAGES OF RESOURCES, SUCH AS TEACHING AIDS AND TRAINING, IN PRACTICING EARLY CHINESE LITERACY. BASED ON THE STUDY RESULTS, RECOMMENDATIONS WERE MADE FOR KINDERGARTEN TEACHERS, THE GOVERNMENT, AND SCHOOLS. IT IS HOPED THAT SCHOOLS CAN PROVIDE SUFFICIENT TEACHING MATERIALS FOR EARLY CHINESE LITERACY AND CONDUCT RELEVANT RESEARCH ACTIVITIES. KINDERGARTEN TEACHERS SHOULD ENHANCE THEIR PROFESSIONAL KNOWLEDGE OF EARLY CHINESE LITERACY. ADDITIONALLY, THE MACAO GOVERNMENT SHOULD FORMULATE RELATED POLICIES AND TRAINING COURSES FOR EARLY LITERACY, ENABLING KINDERGARTEN TEACHERS TO DESIGN APPROPRIATE TEACHING CURRICULA. 本研究旨在探討澳門幼稚園教師對中文早期讀寫的態度，研究採用半結構式訪談，透過立意取樣的方式，邀請到來自本澳七所不同的私立幼稚園的八位前線幼稚園教師作研究对象，依據訪談所獲得的資料，深入瞭解教師們對中文早期讀寫的認知，其情感體驗與支持度，以及在實踐中文早期讀寫的行為傾向。 研究結果顯示：（一）幼稚園教師對中文早期讀寫的認知不足，造成認知不足的原因主要有幼稚園教師缺乏對中文早期讀寫的認知。（二）從情感體驗及支持度來看，全部受訪教師都支持在幼稚園階段發展中文早期讀寫。（三）幼稚園教師在組織中文早期讀寫的過程，會呈現出正面、負面及中立的情緒，而情緒表現亦會受到學生的表現而發展轉變，由消極的情緒轉化為正面情緒。（四）幼稚園教師在實踐中文早期讀寫會受到資源短缺，如：缺乏教學用具，欠缺中文早期讀寫的培訓。 本研究依據研究結果，研究者對幼稚園教師，政府及學校等提出相關建議，期望學校能夠提供充足的中文早期讀寫教學材料，以及開展相關的教研活動，而幼稚園教師應提升對中文早期讀寫的專業知識。同時，澳門政府應該制定相關早期讀寫政策及培訓課程，使幼稚園教師能設計適切的教學課程。