{"id":425473,"date":"2026-08-21T00:39:09","date_gmt":"2026-08-20T16:39:09","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425473"},"modified":"2026-08-24T12:15:34","modified_gmt":"2026-08-24T04:15:34","slug":"a-study-on-attitudes-of-macau-middle-school-teachers-on-teaching-research-activities-an-analysis-of-private-chinese-schools","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/a-study-on-attitudes-of-macau-middle-school-teachers-on-teaching-research-activities-an-analysis-of-private-chinese-schools\/","title":{"rendered":"A STUDY ON ATTITUDES OF MACAU MIDDLE SCHOOL TEACHERS ON TEACHING-RESEARCH ACTIVITIES: AN ANALYSIS OF PRIVATE CHINESE SCHOOLS"},"content":{"rendered":"<p>\u5728\u5168\u7403\u6559\u80b2\u516c\u5e73\u7406\u5ff5\u63a8\u52d5\u4e0b\uff0c\u878d\u5408\u6559\u80b2\u5df2\u6210\u70ba\u7279\u6b8a\u6559\u80b2\u767c\u5c55\u7684\u6838\u5fc3\u65b9\u5411\u3002\u800c \u9ad8\u5c0f\u968e\u6bb5\uff08\u56db\u81f3\u516d\u5e74\u7d1a\uff09\u662f\u5b78\u751f\u5f9e\u57fa\u790e\u5b78\u7fd2\u5411\u6df1\u5ea6\u5b78\u7fd2\u904e\u6e21\u7684\u95dc\u9375\u671f\uff0c\u4e2d\u6587\u79d1\u6559 \u5b78\u9762\u81e8\u5f9e\u8b58\u5b57\u5230\u95b1\u8b80\u7406\u89e3\u3001\u5beb\u4f5c\u53ca\u53e4\u6587\u8cde\u6790\u7684\u8cea\u5316\u8de8\u8d8a\uff0c\u878d\u5408\u6559\u5b78\u7684\u6311\u6230\u5c24\u70ba\u7a81 \u51fa\u3002 \u672c\u7814\u7a76\u805a\u7126\u6fb3\u9580\u9ad8\u5c0f\u4e2d\u6587\u6559\u5e2b\u5728\u878d\u5408\u6559\u5b78\u4e2d\u7684\u5be6\u8e10\u56f0\u5883\u8207\u61c9\u5c0d\u7b56\u7565\uff0c\u63a1\u7528\u8cea \u6027\u7814\u7a76\u65b9\u6cd5\uff0c\u5c0d 8 \u4f4d\u6559\u5e2b\u9032\u884c\u534a\u7d50\u69cb\u5f0f\u8a2a\u8ac7\u3002\u7814\u7a76\u7d50\u5408\u5dee\u7570\u5316\u6559\u5b78\u7406\u8ad6\u8207\u751f\u614b \u7cfb\u7d71\u7406\u8ad6\uff0c\u5f9e\u591a\u5c64\u7d1a\u74b0\u5883\u8207\u6559\u5b78\u5f48\u6027\u8996\u89d2\u9032\u884c\u5206\u6790\u3002\u7814\u7a76\u767c\u73fe\uff0c\u9ad8\u5c0f\u4e2d\u6587\u878d\u5408\u6559 \u5b78\u56f0\u5883\u9ad4\u73fe\u5728\u56db\u500b\u6838\u5fc3\u7dad\u5ea6\uff1a\u4e00\u3001\u5b78\u751f\u5dee\u7570\u8207\u6559\u5b78\u9032\u5ea6\u77db\u76fe\u7a81\u51fa\uff0c\u5404\u985e\u878d\u5408\u751f\u5728 \u53e4\u6587\u3001\u5beb\u4f5c\u7b49\u6df1\u5ea6\u5b78\u7fd2\u74b0\u7bc0\u9762\u81e8\u986f\u8457\u6311\u6230\uff1b\u4e8c\u3001\u6559\u5b78\u8cc7\u6e90\u77ed\u7f3a\u8207\u4e0d\u5339\u914d\uff0c\u7f3a\u4e4f\u4e2d \u6587\u5b78\u79d1\u5c08\u5c6c\u6559\u6750\u8207\u5834\u57df\u9069\u914d\u8cc7\u6e90\uff1b\u4e09\u3001\u5c08\u696d\u652f\u6301\u9ad4\u7cfb\u4e0d\u8db3\u8207\u788e\u7247\u5316\uff0c\u6559\u5e2b\u591a\u300c\u55ae \u5175\u4f5c\u6230\u300d\uff0c\u57f9\u8a13\u8207\u5b78\u79d1\u9700\u6c42\u812b\u7bc0\uff1b\u56db\u3001\u6559\u5b78\u5834\u57df\u8207\u8a55\u50f9\u9ad4\u7cfb\u9069\u914d\u4e0d\u8db3\uff0c\u7269\u7406\u74b0\u5883 \u9650\u5236\u53ca\u7cbe\u82f1\u5316\u8a55\u50f9\u6a19\u6e96\u8207\u878d\u5408\u9700\u6c42\u5b58\u5728\u7d50\u69cb\u6027\u885d\u7a81\u3002 \u9762\u5c0d\u56f0\u5883\uff0c\u6559\u5e2b\u57fa\u65bc\u751f\u614b\u74b0\u5883\u7684\u9650\u5236\u63a2\u7d22\u51fa\u4e09\u985e\u61c9\u5c0d\u7b56\u7565\uff1a\u6559\u5b78\u8a2d\u8a08\u4e0a\u5be6\u65bd \u5206\u5c64\u4efb\u52d9\u8207\u500b\u6027\u5316\u65b9\u6848\uff0c\u9ad4\u73fe\u5dee\u7570\u5316\u6559\u5b78\u7684\u672c\u8cea\u5f48\u6027\uff1b\u8cc7\u6e90\u958b\u767c\u4e0a\u9032\u884c\u6559\u6750\u672c\u571f \u5316\u8abf\u6574\u8207\u81ea\u88fd\u6559\u5177\uff0c\u5f4c\u88dc\u5916\u5c64\u7cfb\u7d71\u652f\u6301\u7684\u7f3a\u4f4d\uff1b\u8ab2\u5802\u7ba1\u7406\u4e0a\u512a\u5316\u74b0\u5883\u8207\u4e92\u52d5\u6a5f\u5236\uff0c \u5f37\u5316\u5fae\u89c0\u7cfb\u7d71\u7684\u5305\u5bb9\u6027\u3002\u9019\u4e9b\u7b56\u7565\u96d6\u63d0\u5347\u4e86\u6559\u5b78\u9069\u914d\u6027\uff0c\u4f46\u4ecd\u53d7\u9650\u65bc\u8017\u6642\u3001\u7f3a\u4e4f \u7cfb\u7d71\u6a19\u6e96\u53ca\u8de8\u90e8\u9580\u5354\u4f5c\u5931\u6548\u7b49\u5c40\u9650\u3002 \u6559\u5e2b\u6838\u5fc3\u9700\u6c42\u5305\u62ec\uff1a\u69cb\u5efa\u5b78\u79d1\u5316\u3001\u5be6\u8e10\u5316\u7684\u5c08\u696d\u57f9\u8a13\u9ad4\u7cfb\uff1b\u958b\u767c\u4e2d\u6587\u79d1\u5c08\u5c6c \u878d\u5408\u8cc7\u6e90\u4e26\u5efa\u7acb\u5171\u4eab\u5e73\u53f0\uff1b\u5b8c\u5584\u4eba\u529b\u914d\u5099\u8207\u8de8\u5b78\u79d1\u5354\u4f5c\u6a5f\u5236\uff1b\u5f37\u5316\u653f\u7b56\u4fdd\u969c\uff0c\u512a \u5316\u8a55\u50f9\u8207\u8cc7\u91d1\u6295\u5165\u3002\u672c\u7814\u7a76\u63ed\u793a\u4e86\u6fb3\u9580\u9ad8\u5c0f\u4e2d\u6587\u878d\u5408\u6559\u5b78\u7684\u7cfb\u7d71\u6027\u554f\u984c\uff0c\u70ba\u653f\u7b56 \u5236\u5b9a\u3001\u5b78\u6821\u652f\u63f4\u8207\u6559\u5b78\u5be6\u8e10\u63d0\u4f9b\u53c3\u8003\uff0c\u4ea6\u70ba\u540c\u985e\u5340\u57df\u63d0\u4f9b\u501f\u9452\u3002 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 (\u201cFIGHTING ALONE\u201d), 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<\/p>","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","class_list":["post-425473","tnc_col_19631_item","type-tnc_col_19631_item","status-publish","format-standard","hentry","tnc_tax_19912-education","tnc_tax_19818-chinese","tnc_tax_19716-school-of-education","tnc_tax_19659-master-thesis","tnc_tax_19651-master"],"taxonomy_info":[],"featured_image_src_large":false,"author_info":[],"comment_info":0,"featured_img":false,"coauthors":[],"author_meta":{"author_link":"https:\/\/library.usj.edu.mo\/zh\/author\/emilychan\/","display_name":"emily chan"},"relative_dates":{"created":"Posted 5 \u5929 ago","modified":"Updated 2 \u5929 ago"},"absolute_dates":{"created":"Posted on 21 8 \u6708, 2026","modified":"Updated on 24 8 \u6708, 2026"},"absolute_dates_time":{"created":"Posted on 21 8 \u6708, 2026 12:39 \u4e0a\u5348","modified":"Updated on 24 8 \u6708, 2026 12:15 \u4e0b\u5348"},"featured_img_caption":"","tax_additional":{"tnc_tax_19912":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/programme\/education\/\" class=\"advgb-post-tax-term\">EDUCATION<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">EDUCATION<\/span>"],"slug":"tnc_tax_19912","name":"PROGRAMME"},"tnc_tax_19818":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/language\/chinese\/\" class=\"advgb-post-tax-term\">CHINESE<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">CHINESE<\/span>"],"slug":"tnc_tax_19818","name":"LANGUAGE"},"tnc_tax_19765":{"linked":[],"unlinked":[],"slug":"tnc_tax_19765","name":"SUPERVISOR(S)"},"tnc_tax_19716":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/faculty-research-unit\/school-of-education\/\" class=\"advgb-post-tax-term\">SCHOOL OF EDUCATION<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">SCHOOL OF EDUCATION<\/span>"],"slug":"tnc_tax_19716","name":"FACULTY \/ RESEARCH UNIT"},"tnc_tax_19659":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/resource-type\/master-thesis\/\" class=\"advgb-post-tax-term\">Thesis &amp; Dissertation<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">Thesis &amp; Dissertation<\/span>"],"slug":"tnc_tax_19659","name":"Document Type"},"tnc_tax_19651":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/degree-level\/master\/\" class=\"advgb-post-tax-term\">MASTER<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">MASTER<\/span>"],"slug":"tnc_tax_19651","name":"DEGREE LEVEL"}},"series_order":"","_links":{"self":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425473","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item"}],"about":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/types\/tnc_col_19631_item"}],"replies":[{"embeddable":true,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/comments?post=425473"}],"version-history":[{"count":1,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425473\/revisions"}],"predecessor-version":[{"id":430550,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425473\/revisions\/430550"}],"wp:attachment":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/media?parent=425473"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}