圖書館

ABSTRACT

在全球教育公平理念推動下，融合教育已成為特殊教育發展的核心方向。而 高小階段（四至六年級）是學生從基礎學習向深度學習過渡的關鍵期，中文科教 學面臨從識字到閱讀理解、寫作及古文賞析的質化跨越，融合教學的挑戰尤為突 出。 本研究聚焦澳門高小中文教師在融合教學中的實踐困境與應對策略，採用質 性研究方法，對 8 位教師進行半結構式訪談。研究結合差異化教學理論與生態 系統理論，從多層級環境與教學彈性視角進行分析。研究發現，高小中文融合教 學困境體現在四個核心維度：一、學生差異與教學進度矛盾突出，各類融合生在 古文、寫作等深度學習環節面臨顯著挑戰；二、教學資源短缺與不匹配，缺乏中 文學科專屬教材與場域適配資源；三、專業支持體系不足與碎片化，教師多「單 兵作戰」，培訓與學科需求脫節；四、教學場域與評價體系適配不足，物理環境 限制及精英化評價標準與融合需求存在結構性衝突。 面對困境，教師基於生態環境的限制探索出三類應對策略：教學設計上實施 分層任務與個性化方案，體現差異化教學的本質彈性；資源開發上進行教材本土 化調整與自製教具，彌補外層系統支持的缺位；課堂管理上優化環境與互動機制， 強化微觀系統的包容性。這些策略雖提升了教學適配性，但仍受限於耗時、缺乏 系統標準及跨部門協作失效等局限。 教師核心需求包括：構建學科化、實踐化的專業培訓體系；開發中文科專屬 融合資源並建立共享平台；完善人力配備與跨學科協作機制；強化政策保障，優 化評價與資金投入。本研究揭示了澳門高小中文融合教學的系統性問題，為政策 制定、學校支援與教學實踐提供參考，亦為同類區域提供借鑒。 DRIVEN BY THE GLOBAL VISION OF EDUCATIONAL EQUITY, INCLUSIVE EDUCATION HAS BECOME A CENTRAL DIRECTION FOR THE DEVELOPMENT OF SPECIAL EDUCATION. THE UPPER PRIMARY STAGE (GRADES 4 TO 6) REPRESENTS A CRITICAL PERIOD FOR STUDENTS TRANSITIONING FROM FOUNDATIONAL LEARNING TO DEEPER LEARNING. IN THE CHINESE LANGUAGE SUBJECT, THIS STAGE INVOLVES A QUALITATIVE LEAP FROM BASIC LITERACY TO READING COMPREHENSION, WRITING, AND CLASSICAL TEXT APPRECIATION. CONSEQUENTLY, THE CHALLENGES OF IMPLEMENTING INCLUSIVE TEACHING ARE PARTICULARLY PROMINENT IN THIS CONTEXT. THIS STUDY FOCUSES ON THE PRACTICAL DIFFICULTIES AND COPING STRATEGIES OF UPPER PRIMARY CHINESE LANGUAGE TEACHERS IN MACAO WHEN IMPLEMENTING INCLUSIVE TEACHING. A QUALITATIVE RESEARCH APPROACH WAS ADOPTED, AND SEMI-STRUCTURED INTERVIEWS WERE CONDUCTED WITH EIGHT TEACHERS. THE STUDY INTEGRATES DIFFERENTIATED INSTRUCTION THEORY AND ECOLOGICAL SYSTEMS THEORY, ANALYZING THE DATA FROM THE PERSPECTIVES OF MULTI-LEVEL ENVIRONMENTAL INFLUENCES AND INSTRUCTIONAL FLEXIBILITY. THE FINDINGS REVEAL THAT THE DILEMMAS OF INCLUSIVE CHINESE LANGUAGE TEACHING AT THE UPPER PRIMARY LEVEL MANIFEST IN FOUR CORE DIMENSIONS. FIRST, THERE IS A PRONOUNCED CONTRADICTION BETWEEN STUDENT DIVERSITY AND INSTRUCTIONAL PACE. VARIOUS TYPES OF INCLUSIVE STUDENTS FACE SIGNIFICANT CHALLENGES IN DEEP LEARNING TASKS SUCH AS CLASSICAL TEXT STUDY, WRITING, AND READING COMPREHENSION. TEACHERS STRUGGLE TO BALANCE THE NEEDS OF STRUGGLING LEARNERS WITH THE REQUIRED CURRICULUM PROGRESSION. SECOND, THERE IS A SEVERE SHORTAGE AND MISMATCH OF TEACHING RESOURCES. THE LACK OF SUBJECT-SPECIFIC INCLUSIVE MATERIALS FOR CHINESE LANGUAGE, ALONG WITH A SCARCITY OF ENVIRONMENT-APPROPRIATE RESOURCES, FORCES TEACHERS TO RELY ON GENERIC OR INADEQUATE TOOLS. THIRD, THE PROFESSIONAL SUPPORT SYSTEM IS INSUFFICIENT AND FRAGMENTED. TEACHERS OFTEN WORK IN ISOLATION (“FIGHTING ALONE”), AND AVAILABLE TRAINING PROGRAMS ARE DISCONNECTED FROM SUBJECT-SPECIFIC NEEDS, LACKING PRACTICAL GUIDANCE FOR CHINESE LANGUAGE INCLUSIVE INSTRUCTION. FOURTH, THERE IS INADEQUATE ALIGNMENT BETWEEN THE TEACHING ENVIRONMENT AND THE ASSESSMENT SYSTEM. PHYSICAL CONSTRAINTS WITHIN CLASSROOMS, COMBINED WITH AN ELITE-ORIENTED EVALUATION FRAMEWORK, CREATE STRUCTURAL CONFLICTS WITH THE DEMANDS OF INCLUSIVE EDUCATION. CONFRONTED WITH THESE DILEMMAS, TEACHERS HAVE DEVELOPED THREE TYPES OF COPING STRATEGIES WITHIN THE CONSTRAINTS OF THEIR ECOLOGICAL ENVIRONMENT. IN INSTRUCTIONAL DESIGN, THEY IMPLEMENT TIERED TASKS AND PERSONALIZED LEARNING PLANS, REFLECTING THE ESSENTIAL FLEXIBILITY OF DIFFERENTIATED INSTRUCTION. IN RESOURCE DEVELOPMENT, THEY ADAPT LOCAL TEACHING MATERIALS AND CREATE HOMEMADE RESOURCES TO COMPENSATE FOR THE LACK OF SUPPORT AT THE EXOSYSTEM LEVEL. IN CLASSROOM MANAGEMENT, THEY OPTIMIZE THE PHYSICAL ENVIRONMENT AND INTERACTION MECHANISMS TO ENHANCE THE INCLUSIVENESS OF THE MICROSYSTEM. ALTHOUGH THESE STRATEGIES IMPROVE INSTRUCTIONAL ADAPTABILITY TO SOME EXTENT, THEY REMAIN LIMITED BY TIME CONSUMPTION, A LACK OF SYSTEMATIC STANDARDS, AND INEFFECTIVE CROSS-SECTOR COLLABORATION. THE CORE NEEDS EXPRESSED BY TEACHERS INCLUDE: ESTABLISHING A SUBJECT-SPECIFIC AND PRACTICE-ORIENTED PROFESSIONAL TRAINING SYSTEM; DEVELOPING SPECIALIZED INCLUSIVE RESOURCES FOR CHINESE LANGUAGE AND CREATING A SHARING PLATFORM FOR TEACHERS; IMPROVING STAFFING AND CROSS-DISCIPLINARY COLLABORATION MECHANISMS; AND STRENGTHENING POLICY GUARANTEES, PARTICULARLY IN TERMS OF OPTIMIZING ASSESSMENT METHODS AND INCREASING FINANCIAL INVESTMENT. THIS STUDY REVEALS THE SYSTEMIC PROBLEMS OF INCLUSIVE CHINESE LANGUAGE TEACHING AT THE UPPER PRIMARY LEVEL IN MACAO. IT PROVIDES VALUABLE REFERENCES FOR POLICY MAKERS, SCHOOL ADMINISTRATORS, AND FRONTLINE TEACHERS, WHILE ALSO OFFERING INSIGHTS FOR SIMILAR REGIONS FACING CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION IN HIGH-DEMAND SUBJECT AREAS