探討中文教師在高小融合學生教學中的困境與應對方法

ABSTRACT

現時澳門全力推行融合教育，促使融合教育逐漸普及化，幼稚園教師是學 前融合教育實踐的主力軍，因此在融合教育發展中，幼稚園教師的態度是重 要的因素。本研究以澳門普通幼稚園教師對融合教育的態度及面對融合教育 生的困難和挑戰為目標，透過對七位澳門普通幼稚園教師進行訪談，瞭解研 究對象對融合教育的認知與瞭解、情感體驗與支持度、行為傾向及面對融合 教育生的困難和挑戰。 從研究結果發現：在教師態度的認知分析結果中，有超過一半的受訪教師 對融合教育的認知都能夠符合融合教育的精神及理念，但是，仍然有少部分 受訪教師的認知是偏離融合教育的理念。在態度的情感分析結果中，過半數 的受訪教師對融合教育出現被動消極的負面情感，亦有近過半數教師主動積 極接納融合教育。值得一提的是，教師對融合教育的情感體驗會發生動態轉 變的特徵，當中包括教師初期對融合教育的情感是正面主動的或負面抗拒 的，經過對自身實踐融合教育後，教師會對融合教育的情感形成轉變，初期 對融合教育的情感是正面積極的教師可能因為在實施融合教育上遇到不同的 困難或問題從而對融合教育的接納度由主動積極轉變為被動消極。另一方面 初期對融合教育的情感是負面消極的教師因為在實踐融合教育後積極報名參 加與融合教育有關聯的課程，提高自我的能力，有實踐的經驗累積增強了實 施融合教育的信心後對融合教育產生了由被動消極變為主動積極的情感轉 變。在行為傾向來看，大部分受訪教師會以個性化針對性教學方式對融合生 進行教學，同時亦會調整教學環境、教學準備、評核標準調適，亦注重與家 長及駐校社工的合作溝通。 最後結合本研究結果，分別對回應研究問題提出具體的建議，旨在為政 府、教育機構、教師和學生提供參考，以促進澳門的融合教育。 MACAO IS FULLY COMMITTED TO PROMOTING INTEGRATED EDUCATION AND PROMOTING THE GRADUAL POPULARIZATION OF INTEGRATED EDUCATION. AS THE FRONTLINE WORKERS OF EDUCATION, KINDERGARTEN TEACHERS’ ATTITUDE TOWARDS INTEGRATED EDUCATION IS THE KEY TO THE SUCCESS OR FAILURE OF THE DEVELOPMENT OF INTEGRATED EDUCATION. THIS STUDY AIMS AT THE ATTITUDES OF MACAO ORDINARY KINDERGARTEN TEACHERS TOWARDS INCLUSIVE EDUCATION AND THE DIFFICULTIES AND CHALLENGES FACED BY STUDENTS IN INCLUSIVE EDUCATION. THROUGH SEMI-STRUCTURED INTERVIEWS WITH SEVEN MACAO ORDINARY KINDERGARTEN TEACHERS, WE HAVE AN IN-DEPTH UNDERSTANDING OF THE RESEARCH SUBJECTS’ COGNITION AND UNDERSTANDING OF INCLUSIVE EDUCATION. UNDERSTANDING, EMOTIONAL EXPERIENCE AND SUPPORT, BEHAVIORAL TENDENCIES, AND THE DIFFICULTIES AND CHALLENGES FACED BY STUDENTS IN INTEGRATED EDUCATION. FROM THE RESEARCH RESULTS, IT IS FOUND THAT: FROM A COGNITIVE PERSPECTIVE, MOST OF THE INTERVIEWED TEACHERS’ COGNITION OF INCLUSIVE EDUCATION IS IN LINE WITH THE SPIRIT AND CONCEPT OF INCLUSIVE EDUCATION, BUT THERE ARE STILL SOME INTERVIEWED TEACHERS WHOSE COGNITION OF INCLUSIVE EDUCATION DEVIATES FROM THE SPIRIT AND CONCEPT OF INCLUSIVE EDUCATION. SPIRIT. AT THE EMOTIONAL LEVEL, MORE THAN HALF OF THE TEACHERS SURVEYED HAVE PASSIVE AND NEGATIVE FEELINGS TOWARDS INCLUSIVE EDUCATION, WHILE NEARLY HALF OF THE TEACHERS ACTIVELY ACCEPT INCLUSIVE EDUCATION. IT IS WORTH MENTIONING THAT TEACHERS’ EMOTIONAL EXPERIENCE OF INCLUSIVE EDUCATION WILL UNDERGO DYNAMIC CHANGES, INCLUDING WHETHER TEACHERS’ INITIAL EMOTIONS TOWARDS INCLUSIVE EDUCATION ARE POSITIVE OR NEGATIVE. AFTER PRACTICING INCLUSIVE EDUCATION, TEACHERS WILL HAVE DIFFERENT FEELINGS ABOUT INCLUSIVE EDUCATION. EMOTIONS CHANGE. TEACHERS WHO INITIALLY HAD POSITIVE EMOTIONS TOWARDS INCLUSIVE EDUCATION MAY CHANGE THEIR ACCEPTANCE OF INCLUSIVE EDUCATION FROM PROACTIVE TO PASSIVE BECAUSE THEY ENCOUNTER DIFFERENT DIFFICULTIES OR PROBLEMS IN IMPLEMENTING INCLUSIVE EDUCATION. ON THE OTHER HAND, TEACHERS WHO HAD NEGATIVE FEELINGS TOWARDS INCLUSIVE EDUCATION IN THE EARLY STAGE HAVE ACTIVELY ENROLLED IN COURSES RELATED TO INCLUSIVE EDUCATION TO IMPROVE THEMSELVES AFTER PRACTICING INCLUSIVE EDUCATION. THE ACCUMULATION OF PRACTICAL EXPERIENCE HAS ENHANCED THEIR CONFIDENCE IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION. THERE WAS AN EMOTIONAL CHANGE FROM PASSIVE TO ACTIVE. IN TERMS OF BEHAVIORAL TENDENCIES, MOST OF THE TEACHERS INTERVIEWED WILL TEACH INTEGRATED STUDENTS WITH PERSONALIZED AND TARGETED TEACHING METHODS. THEY WILL ALSO ADJUST THE TEACHING ENVIRONMENT, TEACHING PREPARATION, AND ASSESSMENT STANDARDS, AND ALSO FOCUS ON COOPERATION WITH PARENTS AND SCHOOL SOCIAL WORKERS. COMMUNICATE. FINALLY, COMBINED WITH THE RESULTS OF THIS STUDY, SPECIFIC SUGGESTIONS ARE PUT FORWARD TO RESPOND TO THE RESEARCH QUESTIONS, AND SOME REFERENCE OPINIONS ARE PROVIDED FOR THE GOVERNMENT, SCHOOLS, TEACHERS, ETC., IN THE HOPE OF PROMOTING MACAO'S INTEGRATED EDUCATION TO FURTHER PROGRESS.