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The purpose of this study is to understand the problems and experiences of Macao's regular classroom pre-school teachers in teaching and counseling children with special needs, in order to further explore the professional growth and development process of regular classroom pre-school teachers in the orientation of integrated education. This study adopts a qualitative narrative research methodology, using semi-structured in-depth interviews and textual data collected from the research participants' research journals and teaching diaries to analyze the stories related to the three preschool teachers in the educational field, and according to the results of the data analysis were as following: 1. The professional growth and development of the three teachers in pre-school integration, from novice teachers to professional teachers, need to go through a long period of exploration and adaptation, where teachers continue to refine their professional knowledge and teaching skills to cope with the challenges of problems in the education process, but the progression from professional to expert teachers is affected by both internal and external factors, that teachers are unable to make the transition into it. 2. The three teachers' dilemmas are at different stages. It was found that among the four major dilemmas faced by the teachers, there were teaching, classroom management, support system and professional knowledge in IE, and among them, the support system and professional knowledge in IE were the ones that the teachers considered the most desirable to get in order to have good conditions for implementing IE in ordinary classes. 3. This study suggests that teachers need to be able to adapt their mindset to face different challenges at work. Active Enhancement of IE Knowledge to Cope with Various Educational Issues; schools should assist teachers in the implementation of IE and act as a bridge between parents and teachers. Define the development intention of the school so as to establish a clear direction and avoid internal confusion; government needs to consider the extension of the policy to safeguard the learning rights of Pupils with Special Educational Needs (Pupils with Special Educational Needs). Promote the concept of IE in the community so that it can be widely recognized by the public, thereby gaining more support. There must be a comprehensive training and continuous growth and development for IE Teachers, in order to establish a clear and standardized curriculum. Organize cross-school professional exchanges for qualified IE teachers to enhance their professional knowledge. 本研究旨在透過瞭解澳門普通班學前教師對特殊需要幼兒教學與輔導的問題與經驗，以進一步探討普通班學前教師融合教育導向的專業發展歷程。 　　本研究採用質性敘事研究方法，使用半結構式深度訪談，並透過研究參與者的研究日記、教學日誌等蒐集文本資料，分析三位學前教師在教育現場內的相關故事，根據資料分析結果發現如下： 一、三位教師的學前融合專業成長發展，從新手型教師到專業型教師需要經歷一段漫長的時間探索和適應，在此教師持續精進自己的專業知識和教學技能，以應對教育過程中的問題挑戰，但從專業型教師到專家型教師這個進階過程受到內在和外在的因素影響，因此，教師雖然初現這階段的特質，但未具備相應的專業力能。 二、通過三位教師不同階段的困境問題發現，所面對的四大困境中，包括有教　 　　學方面、班級管理方面、支援系統方面和融合教育專業知能方面，而當中 　　支援系統和融合教育專業知能方面是教師認為最希望獲得的支持，才能讓 　　教師擁有良好的條件在普通班中實施融合教育。 三、本研究建議，教師需要懂得調適心態，以面對工作上的不同挑戰。積極增 　　進融合教育知能，以應對各類的教育問題；學校方面應協助教師開展融合 　　教育的工作，做好家長與教師的橋樑。明確學校的發展意向，從而建立清 　　晰的目標走向，避免造成內部混亂；政府方面需要考量政策的延伸性，以 　　保障普特幼兒的學習權益。將融合教育的理念推進社區，讓大眾廣泛認 　　識，從而獲得更多的支持力。建立明確標準化的融合教育教師培育模式， 　　使融合教育教師的培育過程有着全面性和連續性的成長發展。組織合資格 　　的融合教育教師跨校專業交流，以提升教師專業知能。

The aim of this study was to investigate the relationship between job burnout and subjective well-being among primary school teachers in Macao during the post- pandemic era. The research questions included understanding the current status of teachers' job burnout and subjective well-being, analyzing the differences in these aspects across different background variables, and examining the relationship between them. Data were collected through an online questionnaire designed to measure teachers' job burnout and subjective well-being. SPSS 25 and Mplus 8 statistical software were used to ensure the reliability and validity of the questionnaire through Cronbach's alpha analysis and confirmatory factor analysis, ensuring that both were within acceptable ranges. The collected data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation analysis, and linear regression. The results indicated that Macao primary school teachers' job burnout and subjective well-being were both at a moderate level. There were no significant differences in job burnout and subjective well-being among teachers of different genders, ages, school types, and school sizes. Moreover, there was no significant relationship between different educational backgrounds and subjective well-being among Macao primary school teachers. However, regarding educational background and teaching experience, primary school teachers with a "Master's degree or above" and those with teaching experience of "1-3 years" showed significant differences in the "Emotional Exhaustion" dimension. Additionally, the data revealed a significant relationship between job burnout and subjective well- being among Macao primary school teachers, with job burnout predicting subjective well-being. Teachers, as frontline educators, deserve attention to their mental health, particularly in the post-pandemic era. Therefore, this study provided empirical evidence for educational authorities, schools, and the public to reduce job burnout and enhance the well-being of primary school teachers in Macao, thereby supporting the development of primary education in the region. 本研究旨在探討後疫情時期澳門小學教師職業倦怠感與主觀幸福感之間的關係。研究問題包括瞭解教師的職業倦怠感與主觀幸福感現況，分析不同背景變量對教師職業倦怠感與主觀幸福感的差異。透過線上問卷形式蒐集資料，以測量教師的職業倦怠感和主觀幸福感。通過SPSS25和Mplus8統計軟件，以克隆巴赫係數分析和驗證性因子分析確定問卷的信效度均在可接受的範圍內，並對蒐集所得之數據進行描述性統性、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關分析及線性迴歸進行分析。 研究結果顯示，澳門小學教師的職業倦怠感與主觀幸福感分別處於中位程度。不同性別、年齡、任教學校類型及學校規模對教師職業倦怠感與主觀幸福感無顯著差異，而且不同學歷的澳門小學教師在主觀幸福感無顯著差異。然而，在學歷和教師年資方面，除主觀幸福感外，具備「碩士或以上」學歷及教學年資為「1-3 年」的小學教師與「情感耗竭」維度之間呈現顯著差異。此外，數據也顯示，教師的職業倦怠感與主觀幸福感之間存在相關關係，且教師職業倦怠感對主觀幸福感有預測作用。 教師作為教育工作的前線人員，其心理健康值得被關注，尤其在後疫情這特殊時期，教師的心理健康問題更突出。因此，本研究為教育行政當局、學校、 社會大眾提供實證依據，為減輕澳門小學教師職業倦怠感，提高主觀幸福感提出建議，以促進本澳小學教育事業的發展。

As Macau's society rapidly develops, the education system of Macau also continues to develop, including early childhood education. The competency of early childhood teachers in Macau plays an important role in the future development of education. Teacher competency includes four main dimensions: educational ability, work attitude, psychological factors, and motivation. This paper focuses on exploring these dimensions and the differences in teacher competency among Macau's early childhood educators, considering their personal background variables. Moreover, this research investigates the factors such as the working attitude of teachers, their professional development needs, and motivation that affect their teaching in early childhood education. Historically, understandings of teacher competency in Macau's early childhood education were primarily analyzed through t-tests and one-way Anova of survey data, which tend to have lower reliability and validity. This paper employs confirmatory factor analysis among other methods to conduct empirical research on the current state of teacher competency, aiming to advance the development of teacher competency in Macau with more reliable data. This paper uses literature review methodology to gather relevant research and analyzes the information gathered, by using a self-assessment questionnaire on early childhood teacher competency to conduct a survey among 187 early childhood teachers in Macau. This can help to understand their competency levels and how these correlates with their personal background variables. The integrated data from the teacher self-assessment questionnaires indicate that the overall level of teacher competency in Macau is acceptable. In terms of the 4 early childhood teacher competency factors, the psychological factors got the highest score, while their educational abilities got a lower score. The differential analysis conducted on the evaluated teachers shows there are significant differences in early childhood teacher competency among different age groups and years of teaching experience. This research aims to provide more data and information to Macau's education related departments and kindergarten management, to formulate targeted teacher training and career development plans of teachers, which can help to improve the overall teaching quality and job satisfaction of teachers in Macau's early childhood education. The research suggests that future research should expand the research subjects to early childhood teachers from different cultural backgrounds, increase the use of interviews and case analysis (adopting mixed research methods), and analyze the differences in personal background variables and the competency of Macau's early childhood teachers. 澳門社會飛速進步的同時，其教育體系也在不斷發展，而幼兒教育在塑 造孩子未來發展的基礎上扮演著至關重要的角色。故澳門幼兒教師勝任力對於 幼兒教育的未來發展具有不可忽視的重要性。教師勝任力(Teacher Competency) 包含教育能力、工作態度、心理因素和動機等四大維度。本文著重探討這四個 維度和教師的個人背景變項與澳門幼兒教師勝任力的差異性。同時，也會關注 教師的工作態度、專業發展需求及動機等因素對幼兒教師教學的影響。過去， 人們對澳門幼兒教師勝任力的了解較多使用 t 檢驗及單因數變異數進行問卷數 據分析，其有效性及可靠性相對較低。針對上述問題，本文採用驗證性因素分 析等方法對幼兒教師的勝任力現狀進行了實證研究，期望以更可靠的數據推動 澳門幼兒教師勝任力的發展。本文使用文獻分析法整合相關文獻及就研究資訊 進行分析，並使用幼兒教師勝任力自評定問卷對澳門 187 名幼兒教師進行問卷 調查，以了解澳門幼兒教師的勝任力及個人背景變項與澳門幼兒教師勝任力的 差異性。整合教師自評問卷數據後結果如下: 澳門幼兒教師勝任力總體水準尚可， 就勝任力特質表現而言，幼兒教師的心理因素最好，幼兒教師的教育能力較差。 而對被評價幼兒教師進行差異分析的結果顯示：不同年齡段和教齡與幼兒教師 勝任力有顯著差異。 本研究有望為澳門教育相關部門和幼稚園管理層提供更多數據和資訊， 以制定針對性的教師培訓和職業發展計劃，提高澳門幼兒教育整體教學品質和 教師職業滿意度。建議未來研究擴展研究對象至不同文化背景的幼兒教師、增加訪談和個案分析的部分(採用混合研究方法)和分析個人背景變項與澳門幼兒 教師勝任力的差異性。

This study employs a qualitative research method to explore kindergarten teachers' perceptions of gender stereotypes, their views on gender equality education, and how these concepts are implemented in their teaching practices. Additionally, it analyses the challenges faced in promoting gender equality education in Macao and offers relevant recommendations. The study participants comprised eight in-service kindergarten teachers (four males and four females) working at four kindergartens in Macao. Through semi-structured in-depth interviews, the study delves into the teachers' experiences and perspectives on implementing gender equality education in kindergartens. The study concludes with the following findings: 1. Teachers have a basic understanding of gender equality; however, influenced by societal traditions and family cultures, gender stereotypes still persist in their teaching. While teachers can recognise and reflect on the presence of these stereotypes and understand the core concepts of gender equality education, they still lack a comprehensive grasp of its substantive content. 2. When practising gender equality education, teachers exhibit varying degrees of gender stereotyping and bias. Male teachers, in particular, display more evident gender bias compared to female teachers, especially in their disciplinary approaches towards male and female students, with male teachers being more stringent with boys. However, no significant gender differences were observed in classroom performance, behavioural discipline, academic achievements, or task distribution. This suggests that teachers treat students of both genders relatively equally, with no clear link to their personal backgrounds. 3. Regarding gender equality and social status, male teachers generally express higher satisfaction levels than female teachers. Male teachers believe that gender equality has been achieved, whereas female teachers feel that women remain at a disadvantage in terms of work conditions and family responsibilities. 4. Teachers identify several challenges in promoting gender equality in education in Macao. This includes deep-rooted societal cultures, insufficient awareness and understanding of gender equality education among the government, the public, teachers, and parents; gender stereotypes in textbooks and school environments; the lack of gender-related content in textbooks; and the gender imbalance among kindergarten teachers, with a marked shortage of male teachers. 5. Teachers suggest that the government should collaborate with experts to provide more relevant teacher training or community seminars for teachers and the public. These initiatives should aim to challenge gender stereotypes, re-evaluate the content of textbooks and the setup of school environments, and promote the feasibility and necessity of male kindergarten teachers. Based on the study's findings, the researcher offers several recommendations for advancing gender equality education in Macao, providing concrete ideas and reasonable references. It is hoped that these suggestions will serve as valuable references for future related research. 本研究採用質性研究法，旨在探討幼稚園教師對性別刻板印象的看法、性別平等教育的理念以及在教學中實踐的情況，並分析在澳門推行性別平等教育所面對的挑戰及相關建議。研究對象來自澳門四所幼稚園的八位在職幼稚園教師（4男4女），研究透過半結構式深度訪談，深入探討教師在幼稚園推行性別平等教育中的經驗和觀點。本研究得出以下結論： （一） 教師對性別平等已有基本概念，但因受到社會傳統文化及個人家庭文化的影響，在教學中仍存在性別刻板印象。教師能察覺和反思這些刻板印象的存在，並瞭解性別平等教育的基本核心概念，然而對其實質內容的理解仍有不足之處。 （二） 在實踐性別平等教育時，教師表現出不同程度的性別定型及性別偏見。其中，男教師相較於女教師表現出更為明顯的性別偏見，尤其體現在針對兩性的學生的管教方式上，男教師對男生的態度較為嚴厲。然而，教師在課堂表現、行為紀律、學業成績、職務分配等方面則未顯示出顯著的性別差異，能相對平等地要求及對待兩性的學生，這與教師的個人背景因素並沒有明顯關聯。 （三） 在兩性平等與社會地位問題上，男性教師的滿意度普遍高於女性教師。男性教師認為兩性地位已達至平等，而女教師則認為在工作待遇和家庭層面上，女性仍處於較為不利的地位。 （四） 教師認為在澳門推行性別平等教育面臨的挑戰包括：根深蒂固的社會文化，政府、大眾、教師及家長對性別平等教育的關注和認知不足；教科書及學校環境設置存在的性別刻板印象，以及教科書中缺乏性別議題內容；幼稚園教師的性別比例失衡，男教師明顯偏少。 （五） 教師建議政府需要與專家合作，提供更多相關的師資培訓或社區講座，供教師及市民參與，並以突破性別刻板印象為目標，重新審視教科書及學校環境的設置，同時加強宣傳男性幼稚園教師的可行性及必要性。 基於上述研究結果，研究者對澳門性別平等教育的推行提出了若干建議，並提供了具體的思路和合理的參考依據。期望這些建議能為未來相關研究提供參考。

As the number of students with diverse learning needs continues to rise in Macau, teachers face numerous challenges in addressing individual differences in the classroom. This research aims to explore the awareness and implementation of differentiation instruction among Macau primary school teachers, as well as the challenges encountered in its practice. Differentiation instruction is an instructional approach that seeks to cater to the individual learning needs of students by adapting teaching methods, content, and assessment strategies. It involves recognizing and responding to the readiness, interest, and learning profile of students within a classroom. This study employs a mixed-methods approach, primarily utilizing questionnaires to assess the knowledge and skills of Macau primary school teachers in both regular and inclusive classrooms regarding differentiation instruction. Additionally, semi-structured interviews will be conducted with a purposive sample of eight professional Macao primary school teachers who have implemented differentiation instruction. The findings were organized and analyzed, revealing as follows: （1） Macau Primary School Teachers' Knowledge and Skills in Differentiated Instruction: The motivation of Macau primary school teachers to receive training in differentiated instruction is relatively low. However, most teachers have gained a basic understanding of the definition and concept of differentiated instruction through participation in professional development courses and school training. Teachers also accumulate experience in teaching practice, enhancing their ability to implement differentiated instruction. （2） Models of Differentiated Instruction Implementation by Macau Primary School Teachers: Macau primary school teachers primarily reflect students' learning profile through basic background information, classroom observation, and reviewing assignments and tests. When designing teaching content, teachers adjust according to learning profile, personal interests, and readiness, aligning with the differentiated instruction practices. （3） Macau Primary School Teachers' Attitudes Toward Implementing Differentiated Instruction: Most Macau primary school teachers have a positive attitude towards differentiated instruction, agreeing that adjusting teaching according to individual student needs can enhance learning outcomes and motivation. However, they face numerous challenges during implementation. （4） Challenges Faced by Macau Primary School Teachers in Implementing Differentiated Instruction: The educational policies in Macau pose challenges to the implementation of differentiated instruction. Schools lack clear guidelines, teachers face heavy workloads, have limited knowledge and experience in differentiated instruction, parents have insufficient understanding of the concept and purpose of differentiated instruction, and unbalanced educational resource limit its effective implementation. （5） Favorable Conditions for the Development of Differentiated Instruction: Positive progress in the allocation of human resources, resource distribution, and tiered assessments in schools, as well as cooperation between families and schools, has promoted the successful implementation of differentiated instruction. Based on the research findings, specific recommendations are provided offer recommendations to optimize teaching effectiveness and better address the diverse learning needs of students, ultimately ensuring optimal learning outcomes. 隨着本澳有着不同學習需要的學生的數量漸增，教師在課堂上面對不少困難與挑戰，因此教師關顧學生間個別差異不容忽視。本研究旨在瞭解澳門小學教師對於差異化教學概念的認知程度、如何作教學實踐，及當中遇到的問題。 根據研究目的，本研究以「詮釋主義」作理論框架，採用混合研究法，「以質性研究為主，量化研究為輔」，先以問卷調查瞭解本澳小學普通班和融合班教師對差異化教學的知識與技能，繼而透過半結構訪談法，並經立意採樣，選取曾實踐差異化教學的小學教師進行訪談，整理和分析研究結果顯示： （1） 本澳小學教師對差異化教學的知能程度：澳門小學教師對差異化教學的培訓動機較低。通過參加專業發展課程和校本培訓，大多數教師對差異化教學的定義和概念有一定程度的掌握。教師亦可在教學實踐中累積經驗，提升實施差異化教學的能力。 （2） 本澳小學教師實施差異化教學的模式：澳門小學教師查閱學生的基本背景資料、觀察課堂學習進度，以及通過批改作業和測試檢視學生能力，主要反映學生的學習水平。教師在設計教學內容時，根據學習風格、個人興趣和學習準備度進行調整，符合差異化教學實踐形式。 （3） 本澳小學教師對實施差異化教學的態度：多數澳門小學教師對差異化教學持積極態度，認同根據學生個別需求進行教學調整能提升學習效果和動機，但在實施過程中面臨諸多挑戰。 （4） 本澳小學教師在實施差異化教學時面對的困難：澳門的教育政策對差異化教學實施造成阻力，學校缺乏清晰的指導方針，教師面臨繁重的工作負擔，教師對差異化教學的知識與經驗有限、家長對差異化教學的概念與目的理解不夠，和有限的教學環境和統一教材，限制了差異化教學的有效實施。 （5） 有利發展差異化教學條件：學校在人力資源配置、資源調配和評估分層等方面的積極進展，以及家庭與學校的密切合作，推動了差異化教學的成功實施。 基於研究結果，提出具體建議，從而讓本澳的教育工作者有所參考，使得學生能獲得最適合的學習方式。

Nowadays, inclusive education has become increasingly popular in various places. And it becomes more and more common for students with special education needs to be placed in general education environments. However, students with special education needs often have problems getting along with their classmates because of their own physical and mental disabilities and behavioral traits. In schools, social interaction has always been a major issue for students with autism spectrum disorder to integrate into the group. Due to their physical limitations or internal psychological differences, they often encounter difficulties in interacting with classmates. The researcher of this study is a primary school resource teacher in an integrated school. During the teaching process, she found that students with autism spectrum disorder in regular classes have some difficulties in adapting, especially in getting along with others . Therefore, the researcher hopes to improve their social behavior through Mind-Reading training, so that they can develop well in interacting and socializing with others. This study intends to explore the effect of Mind-Reading training on improving the mind reading ability and social interaction ability of five autistic spectrum disorder students in primary school, and conduct research and discussion on their ability to understand others and social interaction . Comparison and data analysis were conducted through pre-test, six-session of Mind-Reading training course, Mind-Reading learning record form filled in by the researcher, and post-test. The pre-test and post-test tools include: "Vinlan Adaptive Behavior Scale 3 (Chinese version) - Children's Version" filled out by the parents of the research participants, interviews with the head teachers of the research participants, and a theory of mind test completed by the research participants (ToMTB test). The study concluded as follows: 1.Children with autism spectrum disorder can improve the ability to understand others after receiving Mind-Reading training. 2.Children with autism spectrum disorder can show the improvement in social interactions after receiving Mind-Reading training. In this study, the researcher hopes to improve autistic students' ability to understand other people 's thoughts and improve their social interaction through Mind-Reading training, so that autistic spectrum disorder students can integrate into ordinary classes and get along with their classmates. They try to use Mind-Reading training to explore whether this method is effective. And the conclusion confirms that Mind-Reading training can improve autistic spectrum disorder students' abilities to understand others , improve their social interactions , and promote social relationships with their classmates. It is recommended that in future research on Mind-Reading training in Macao, the teaching content should be combined with social interaction skills and life experience. In addition, we will increase the understanding of peer perceptions, observations of class entry or recess time, and extend the follow-up time to make the research more complete. 現今，融合教育在各地已漸趨普及化，特殊教育需要學生安置於普通教育環境是越來越常見的現象。然而，特殊教育需要學生因自身的身心障礙及行為特質，導致他們與同儕相處時經常出現問題。在學校，社交互動一直是自閉症譜系障礙學生融入群體的一大重點議題，他們因自身的生理限制或心理內在的差異，導致其在與同儕互動時常遇到困難。本研究的研究者為融合學校的小學資源教師，在教學的過程裏，發現就讀於普通班的自閉症譜系障礙學生在適應上出現了一些困難，特別是與人相處方面，因此，研究者希望能透過心智解讀訓練來改善他們的社交行為，讓他們能在與他人互動和社交方面獲得良好的發展。 本研究擬探討心智解讀訓練對提升五位低小自閉症譜系障礙學生的心智解讀能力與社交互動能力的效果，對他們理解他人的能力及社交互動方面進行研究和討論，通過前測、六節的心智解讀訓練課程、研究者填寫的心智解讀學習記錄表、後測來進行比較及資料分析。前測及後測工具包括：由研究參與者之家長填寫的「文蘭適應行為量表第3(中文版)-兒童版」、研究參與者之班主任訪談，以及研究參與者完成的心智理論測驗(ToMTB測驗)。 研究得出的結論如下： 1.自閉症譜系障礙兒童在接受心智解讀訓練後理解他人的能力有所提升。 2.自閉症譜系障礙兒童在接受心智解讀訓練後在社交互動方面有相對的改善。 本研究中，研究者期望透過心智解讀訓練提升自閉症譜系障礙學生理解他人想法的能力，以及改善其社交互動，使自閉症學生能融入普通課室，與同齡人相處，所以嘗試透過心智解讀訓練來探討此方法是否有效，而結論證實心智解讀訓練能提升自閉症譜系障礙兒童理解他人的能力，以及改善他們的社交互動，促進與同儕之間的社交關係。 建議本澳未來的心智解讀訓練研究中，教學內容結合社交互動技巧及生活經驗。另外，增加了解同儕觀感、入班或小息時間之觀察，以及延長追蹤時間，以令研究變得更為完善。

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.

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。

融合教育作為當今教育改革的重要方向，旨在為所有學生提供公平的學習 機會，尤其是為特殊需求學生融入主流教育創造條件。儘管融合教育的概念已 經被廣泛認同，但在實際操作中，普通班教師在面對多樣化的學生需求時，仍 面臨著許多挑戰和困擾。目前已有的研究主要集中在融合教育的理論探討和政 策分析上，對於第一線教師在融合教育實踐中的實際困境和應對策略研究較 少，尤其是在澳門這樣一個多元文化背景下，相關的實證研究更為稀缺。因 此，深入探討一般班教師在融合教育實踐中的困擾與挑戰，不僅有助於完善融 合教育的理論體系，也能為實際教學提供強大的支持與指導。本研究旨在探討 普通班教師在融合教育實踐中的困擾與挑戰之現況，並進一步分析不同背景變 項的差異情形，為進一步推動融合教育實踐提供參考依據。本研究採用問卷調 查的方式，以自編之「小學普通班教師在融合教育實踐中之困擾問卷」進行量 化資料蒐集，以任職於澳門小學之普通班教師為研究對象，取得有效問卷數 150 份，有效回收率為 97.4%。問卷調查所得之資料以描述性統計、項目分析、 探索性因素分析、信度檢驗、獨立樣本 t 檢驗、和單因素方差分析等進行資料 分析。本研究得出以下結論： 一、普通班教師在融合教育實踐中之困擾情形為中等偏高程度，以「特教知 能」層面的教學困擾程度最高，而在「班級經營」層面的教學困擾程度最 低。 二、不同性別之普通班教師在融合教育實踐中整體教學困擾情形達顯著差異， 其中男性教師在面對融合教育的挑戰時，感受到的困擾更為強烈，男性教 師在「特教知能」、「班級經營」、「課程與教學」、「親師合作」和「支援系 統」五個層面的困擾得分都高於女性教師。 三、不同學校類型之普通班教師在融合教育實踐中整體及各分向度教學困擾情 形達顯著差異，私立學校教師在融合教育實踐中的整體及各分向度的教學 困擾皆顯著高於公立學校教師。 四、不同學校類型之普通班教師在融合教育實踐中整體及各分向度教學困擾情 形達顯著差異，私立學校教師在融合教育實踐中的整體及各分向度的教學 困擾皆顯著高於公立學校教師。 五、任教不同班級人數之普通班教師在融合教育實踐中整體教學困擾情形達顯 著差異，班級人數在20人以上的教師困擾程度高於班級人數在20人以下的 教師。 基於以上研究，本文提出以下建議：第一，加強教師特教知能培訓，幫助 教師掌握因應身心障礙學生需求的專業知識和技能；第二，增加資源和政策支 持，提升普通班教師在融合教育中的教學效能，確保所有學生都能獲得公平的 教育機會；第三，合理配置班級人數，提升整體教學品質及學生的學習效果； 第四，促進親師合作，提升教學質量，減輕教師的工作壓力；第五，完善支援 系統，政府和學校應提供全面的支援服務，確保教師在整合教育實踐中能得到 充分的支持和幫助。

Inclusive preschool education in Macao is in its infancy and resource teachers (RTs) play a pivotal role in supporting kindergarten teachers. This study aimed to investigate Macao kindergarten teachers’ demand for and satisfaction of RTs’ support services in inclusive education. Using a mixed method design, the researcher administered a self-developed questionnaire (including a need scale and a satisfaction scale) to 70 kindergarten teachers and interviewed four kindergarten teachers. Based on the quantitative and qualitative data analyses, results showed that: 1) Kindergarten teachers had a high demand for RTs’ support services no matter whether they had previously received such services, and kindergarten teachers who had received RTs’ support services (N = 43) were moderately satisfied with their support services. 2) There was a moderate correlation between the demand and satisfaction scales and respective dimensions. The need level was significantly higher than the satisfaction level on all six dimensions. Teachers reported highest scores on both their need and satisfaction on the dimension of Cooperation, Interaction, and Communication. 3) Kindergarten teachers’ need level increased significantly when the number of inclusive students taught during the school year was three or more, compared to a number below three. Teachers’ satisfaction level did not differ significantly across any demographic variables. 4) Kindergarten teachers were satisfied with RTs’ support services in terms of improved classroom management by handling inclusive students’ problem behaviors, pull-out instruction, test-taking assistance, reduction of IEP workload, and the provision of professional support to parents. 5) Kindergarten teachers were dissatisfied with RTs’ support services in terms of cooperative interaction and communication, co-teaching, assessment of inclusive students’ performance, and supervision of RTs' work. Based on the kindergarten teachers’ expectations for RTs’ support services, the implications of this study were discussed to provide meaningful and evidence-based directions for the research and practice of inclusive preschool education in Macao. 澳門學前融合教育處於發展階段，資源教師在支持幼稚園教師學前融合教育中起著舉足輕重的作用。本研究旨在探究澳門幼稚園教師對資源教師支援服務的需求及滿意度情況。通過問卷調查法和半結構訪談法相結合的混合研究方法，研究者採用自編問卷調查了澳門70名幼稚園教師並訪談了4名幼稚園教師，其中問卷的需求和滿意度量表均分別由六個維度組成，包括：「專業知能」、「擬定和執行個別化教育計劃」、「教學資源與課程」、「成績評量」、「合作互動溝通」、「家長溝通」。量化及質性數據分析結果顯示：1）無論之前是否接受過資源教師的支援服務，幼稚園教師對資源教師的支援服務都有著較高的需求，而接受過資源教師支援服務的幼稚園教師（N = 43）對其支援服務的滿意度則達到一般滿意的水準；2）需求與滿意度量表及各維度之間呈現中度正相關，同時需求程度在各維度上均顯著高於滿意度；需求與滿意度得分最高的都是「合作互動溝通」維度；3）在不同的背景變量下，需求程度只有在「本學年為多少位融合生提供教學」該變量上有顯著差異，當融合生人數達到3名或以上時，教師對資源教師的需求有所增加，而滿意度在不同的背景變量下則沒有顯著差異；4）幼稚園教師對資源教師在改善融合生行為問題造成的班級影響、抽離教學、測考協助、減少IEP工作量、以專業角度向家長提供支援服務方面感到滿意；5）幼稚園教師對資源教師在合作互動溝通、合作教學模式、成績評量、對資源教師工作監管等方面感到不太滿意。最後，結合幼稚園教師對資源教師所提出的期望，筆者提出本研究的啟示，包括完善資源教師的政策規定、加強資源教師的專業化程度、拓展幼稚園教師與資源教師合作教學的模式，以及促進雙方之間的溝通與合作互動關係，為本澳學前融合教育的研究與實踐提供有意義的、循證的方向。

With the rise of the awareness of human rights, students with special educational needs (SEN) are receiving more attention. As many mainstream schools adopt inclusive education, society is focusing on teachers' professional awareness and attitudes toward inclusive education. This study examines the professional awareness and attitudes of post-90s early childhood teachers in Macau regarding inclusive education, aiming to improve policies and training programs. The research employs both qualitative and quantitative methods to explore teachers' views on inclusive education. The qualitative research consists of semi- structured interviews to understand teachers' readiness, attitudes, and the challenges they face in implementing inclusive education. The quantitative aspect uses a questionnaire adapted from the ""Survey on Equal Learning Opportunities for Students with Special Educational Needs under the Hong Kong Inclusive Education System,"" tailored for Macau. By combining interview findings and data, the study analyzes and summarizes the results. The results indicate that the professional awareness of inclusive education among post-90s early childhood teachers in Macau is at a relatively low to moderate level, and their willingness to engage in inclusive education is not high. Factors influencing teachers' willingness to implement inclusive education include a lack of professional knowledge (such as development history, relevant regulations, and guidance methods), insufficient resources, and unclear attitudes from schools toward the implementation of inclusive education. 隨著人權意識的掘起，特殊教育需要學生(SEN 學生)的學習受到關注， 澳門的融合教育逐漸受到關注，許多主流學校開始實施融合教育。就著學校教 育的轉型，教師對融合教育的知識和開展的態度受到社會所關注。因此，是次 研究以質量結合的方式進行調查，為廣泛地、深入地暸解澳門 90 後新生代幼兒 教師在融合教育方面的專業認知和態度，從而對澳門融合教育政策和教師課程 提出建議，促進融合教育的發展。 質性研究以半結構性的深度訪談暸解教師對實施融合教育的預備度和態 度，並探討當中的影響因素和教師在教學中的困擾與需求。量化的研究則參考 了《香港融合教育制度下有特殊教育需要學生的平等學習機會調查》的教師問 卷，向澳門 90 後新生代幼兒教師對融合教育認知和態度作調查。研究透過結合 訪談資料與數據，對研究問題作分析、討論與歸納，並撰寫出研究結果。 研究結果指出澳門 90 後新生代幼兒教師的融合教育專業認知處中等偏低的 水平，同時對融合教育開展的意願不高。而影響教師融合教育開展意願的因素 包括教師缺乏融合教育專業知識(如:發展歷史、相關法規和輔導方式)、資 源不足和學校對融合教育開展的態度不明確。

The purpose of this study is to examine the current situation of work stress and school support among teachers in integrated schools in Macau, to analyze the differences and correlations between work stress and school support among different background variables. This study utilized the questionnaire survey method as the research method, with secondary, primary and kindergarten teachers of integrated schools in Macau as the research subjects. The research instrument was a self-administered questionnaire on the relationship between work stress and school support among teachers of integrated schools in Macau, which was filled out in the form of an electronic questionnaire. A total of 253 questionnaires were collected and 253 questionnaires were usable, with a usability rate of 100%. The collected data were analyzed by descriptive statistics, independent sample t-test, single factor analysis of variance, and Pearson's cumulative difference correlation analysis, among other statistical methods. Based on the analysis, the following conclusions are as follows: (1) The overall work stress of Macau's integrated teachers is moderately high, and the mean values of each level are ranked from highest to lowest as workload, professional knowledge, and administrative cooperation, among which workload and professional knowledge belong to the medium-high level, and administrative cooperation belongs to the medium level. (2) The overall school support of Macau's integrated teachers is of medium-high level, with the mean values of each level ranked from high to low as family and friends' support, peer support, parents' support and administrative support, among which family and friends' support, peer support and parents' support are of medium-high level, while administrative support is of medium-low level. (3) The overall work stress of Macau's integrated teachers varies significantly across the highest level of education and stages of education. (4) The overall school support of Macau's integrated teachers varies significantly by marital status, highest academic qualification, years of teaching experience, position held, integrated education courses pursued, number of students in the classroom, and the size of the school. (5) The relationship between total work stress and total school support of Macau's integrated teachers was found to be low and negative. In Macau, there are no systematic research has been conducted on these two topics. Through this study, the authors localize these existing research findings, explore their applicability in Macau, and make recommendations for the education sector, school units, and integration teachers respectively, based on the actual situation in Macau. 本文旨在探討澳門融合學校教師的工作壓力及學校支持之現況，分析不同教師背景變項在工作壓力及學校支持的差異情況及兩者之間的相關性。 本研究以問卷調查法為研究方法，以澳門融合學校的中、小、幼教師為研究對象。研究工具為自編的澳門融合學校教師工作壓力與學校支持關係之研究問卷，以電子問卷的方式進行填寫。共回收問卷253份，可用問卷為253份，可用率為100%，回收的數據以描述性統計、獨立樣本t檢定、單因數變異數分析法、皮爾遜積差相關分析等統計方法進行分析。 根據分析所得結論如下：（一）澳門融合學校教師總體工作壓力屬於中等偏高程度，在各個層面平均值由高至低排列為工作負荷、專業知能及行政配合，其中工作負荷及專業知能屬於中高水準，行政配合屬中等水準。（二）澳門融合學校教師總體學校支持屬於中等偏高程度，在各個層面平均值由高至低排列為親朋支持、同儕支持、家長支持及行政支持，其中親朋支持、同儕支持及家長支持屬於中高水準，行政支持屬中低水準。（三）澳門融合教師總體工作壓力在不同學歷及任教教育階段有顯著差異。（四）澳門融合教師總體學校支持在不同婚姻狀態、學歷、教學年資、擔任職務、融合教育課程進修、任教班級學生數目及校部規模有顯著差異。（五）澳門融合教師總體工作壓力與總體學校支持兩者之間的關係為顯著低度負相關。 在澳門地區，目前尚未進行過針對這兩個主題相關的系統性研究。作者透過本研究，將已有的研究成果進行本土化，探索它們在澳門環境下的適用性，結合當地的實際情況，分別為教育部門、學校單位及融合教師提出建議。

In Macao, the curriculum guidance based on games as the basic learning method in early childhood education, that has been in place for almost 10 years. In recent years, there are many studies in Macao which have proved the positive impacts of implementing gamification for children's learning. Under gamification for learning education policy implemented by the government, the purpose of this study is to explore the teachers’ current situation of implementing gamification for children’s learning in an inclusive classroom. This study focuses on Macau kindergarten teachers to explore their current situation of implementing gamification for children’s learning in an inclusive classroom. The research is divided into four aspects to conduct the explanation and elaboration: firstly, the aspect of teachers’ cognition of gamification for children’s learning, secondly, the aspect of their attitude towards the implementation of gamification for children’s learning in an inclusive classroom, thirdly, the aspect of the challenges or difficulties encountered in practices, and fourthly, the teachers’ strategies to cope with challenges. Through the method of semi-structured in-depth interviews of qualitative research, are the perspectives and opinions of 14 kindergarten teachers, from 10 schools that provide inclusive education services in Macao. The results are as follows: Firstly, the teachers have a clear understanding of the connotation of gamification for children’s learning in general. They understand that the games must be designed, based on the teaching objectives and teaching content. The teachers also recognize that gamification for learning has two characteristics of both education and pleasure. Secondly, regarding the attitude of teachers, most of them hold a positive attitude towards this approach, which can be attributed to the positive impact of gamification for learning on students with special educational needs, the school’s supporting system, parents’ trust, and the accumulation of practical experiences. However, one of the teachers does not agree with the implementation of gamification for student’s learning in an inclusive classroom, and holds a negative attitude of passive acceptance, which can be attributed to the lack of teaching strategies to support students with special educational needs as they participate in games, the relevant training experiences are not helpful, and unfavorable with school policies. Thirdly, in regards to the challenges faced by teachers implementing this approach, there are six aspects: firstly, it is challenge to support the whole class students participation in a gamification activity; secondly, it is difficult to design the playing method of games; thirdly, the negativity influence of gamification for learning increases the burden of classroom management; fourthly, it is necessary to support students with special educational needs to participate in games; fifthly, there might be some misunderstandings of gamification for learning from peer teachers or parents; sixthly, classrooms are limited with space and the resources of schools are insufficient. Fourthly, as for teachers’ strategies to cope with challenges, the strategies used by teachers are related to their attitudes. When teachers have a positive attitude to the approach, they are willing to try and solve the difficulties while implementing gamification for children’s learning with positive strategies. Vice versa, if teachers have a passive acceptance attitude, they may struggle to establish effective coping strategies. Finally, according to the results of this study, the researcher summarized the issues that need to be further addressed, and made several specific suggestions for the government, schools and teachers to implement gamification for children’s learning in future. At the same time, according to this study, the researcher would also like to make some suggestions for a future study, which can provide some references for the scholars of the related research field. 澳門幼兒教育階段以遊戲為基本學習方式的課程指引將近有10年時間，近年本土也有不少研究證實遊戲教學法應用於孩子的學習上，能帶來正面的影響。在政府推行遊戲為本的教育方針下，本研究目的旨在探討幼稚園教師對應用遊戲教學法於融合教育班的現況。 本研究以澳門幼稚園教師為焦點，探討其對遊戲教學法應用於融合教育班的實踐現況，分為四方面論述，一是教師對遊戲教學法的認知層面，二是其對遊戲教學法應用於融合教育班的態度，三是其實踐過程遇到的挑戰或困難，四是其應對挑戰的策略。透過質性研究的半結構式深度訪談法，了解來自本澳10所有參與融合教育學校的14位幼稚園教師之想法及意見。研究結果如下： 第一，整體教師能釐清遊戲教學法的內涵，明白遊戲活動須按從教學目標及教學內容為依據，其普遍認同遊戲教學法兼具教育性與愉悅性的特色。 第二，關於教師態度方面，大部份教師抱持積極正向的態度，歸其原因包括肯定遊戲教學法對特殊教育需要學生的正面影響、校方支持體系、家長的信任、實踐經驗的累積；同時，亦有個別教師是不贊成遊戲教學法應用於融合教育班，抱持被動接納的負向態度，歸其原因包括缺乏支援特殊需要學生參與遊戲的策略、相關培訓經歷幫助不大、學校政策的不利因素。 第三，關於教師面對的挑戰，包括六方面，一是遊戲活動需支持全班參與，二是難以構思遊戲活動的形式；三是遊戲教學負面的影響造成課堂管理的負擔；四是需要支援特殊需要學生在遊戲活動的狀況；五是同儕教師或家長對遊戲教學的誤解；六是教室空間狹窄以及學校資源配備不足。 第四，關於教師應對挑戰的策略，教師使用的策略與教師態度相關，當教師抱有積極正向的態度，便具信心，並會嘗試以正向的策略解決遊戲教學的困難；反之亦然，若教師產生被動接納的態度，便會感到退縮，未能建立有效的應對策略。 最後，根據本研究的結果，研究者總結出需進一步解決的問題，藉此對政府、學校及教師提出具體的建議，供日後推行遊戲化教學參考。同時依據本研究，提出研究展望，供未來進行相關研究領域的學者提供一些意見。

隨著教育理念的不斷發展，融合教育作為一種包容性強的教育模式，逐漸受到全球教育界的關注。在澳門，融合教育的實踐也逐步展開，而學生輔導員作為教育團隊中的重要一員，在融合教育工作中扮演著舉足輕重的角色。然而，在融合教育的實施過程中，學生輔導員也面臨著諸多挑戰，並因而需要不斷進行改正和完善。本文正是圍繞這些內容對澳門融合教育過程中學生輔導員角色作用的發揮方面的相關課題通過訪談調查等方法進行研究分析。 論文認為，從澳門學生輔導員對融合教育的認知與態度看，他們普遍認同融合教育的理念，認為這是一種促進學生全面發展、提升教育質量的有效途徑。然而，在融合教育的實際操作中，他們也深感責任重大，需要不斷學習和提升自己的專業能力，以更好地滿足融合生的多樣化需求。 在融合教育的實踐過程中，學生輔導員面臨著多方面的挑戰。一方面，他們需要識別融合生的多樣性與教育需求，制定個性化的教育計劃，並確保這些計劃的有效實施。這需要他們具備深厚的專業知識、豐富的實踐經驗和敏銳的觀察力。另一方面，他們還需要與教育團隊、家長以及社會資源進行有效的溝通和協作，共同為融合生創造一個良好的學習環境。 論文認為，當前澳門學生輔導員在融合教育的實踐中已經形成了一些有效的策略。例如，他們注重個性化教育計劃的制定與執行，通過多維度的輔導與激勵，激發學生的學習興趣和積極性；同時，他們也積極尋求家校合作與社會資源的整合，為融合生提供更多的支援和幫助。然而，學生輔導員在融合教育中仍然面臨著一些挑戰。首先，融合教育對學生輔導員的角色定位提出了更高的要求，他們需要不斷適應角色多樣性的挑戰，同時保持專業能力的提升。其次，融合教育中的特殊技能需求也讓學生輔導員感到壓力，他們需要在日常工作中不斷學習和提 升。最後，外部支持的不足也是學生輔導員面臨的一大挑戰，他們需要更多的政策支援和資源保障來更好地開展融合教育工作。 針對以上挑戰，澳門教育部門和學生輔導員團隊需要共同努力，明確學生輔導員的定位和職責，提升他們的專業能力和水準，並增強外部支援和保障。只有這樣，才能確保融合教育在澳門順利實施，為所有學生創造一個公平、包容、和諧的學習環境。 "With the continuous development of educational ideologies, inclusive education, as a highly inclusive educational model, has gradually garnered attention from the global education community. In Macau, the practice of inclusive education has also gradually expanded, and student counselors, as vital members of the educational team, play a pivotal role in the implementation of inclusive education. However, during the implementation process, student counselors face numerous challenges and are required to continually make improvements and enhancements. This paper focuses on these aspects and conducts research and analysis on the role of student counselors in Macau's inclusive education through methods such as interviews and surveys. The paper argues that from the perspective of Macau student counselors' cognition and attitudes towards inclusive education, they generally agree with the concept of inclusive education, believing it to be an effective way to promote students' comprehensive development and enhance the quality of education. Nevertheless, in the practical operation of inclusive education, they also feel a significant sense of responsibility and need to continuously learn and upgrade their professional skills to better meet the diverse needs of students with special educational needs. In the practical process of inclusive education, student counselors confront multifaceted challenges. On the one hand, they need to identify the diversity and educational needs of students with special needs, develop individualized educational plans, and ensure their effective implementation. This requires profound professional knowledge, rich practical experience, and keen observation skills. On the other hand, they must communicate and collaborate effectively with educational teams, parents, and social resources to create a favorable learning environment for these students. The paper posits that currently, Macau student counselors have developed some effective strategies in the practice of inclusive education. For instance, they emphasize the formulation and execution of individualized educational plans, stimulate students' interest and motivation through multidimensional counseling and incentives, and actively seek home-school cooperation and integration of social resources to provide more support and assistance to students with special needs. Nevertheless, student counselors still face challenges in inclusive education. Firstly, inclusive education imposes higher demands on the role positioning of student counselors, requiring them to continuously adapt to the challenges of role diversity while maintaining professional competence. Secondly, the special skill requirements in inclusive education create pressure for student counselors, who need to continually learn and improve in their daily work. Lastly, insufficient external support is also a significant challenge faced by student counselors, who require more policy support and resource guarantees to better carry out inclusive education work. In response to these challenges, the Macau education sector and student counselor teams need to work together to clarify the positioning and responsibilities of student counselors, enhance their professional capabilities and standards, and strengthen external support and guarantees. Only in this way can we ensure the smooth implementation of inclusive education in Macau, creating a fair, inclusive, and harmonious learning environment for all students. "

The purpose of this study was to explore the current situation and the correlations between emotional intelligence, perceived stress and teaching efficacy of kindergarten teachers in Macao. The research method was questionnaire survey that used “The relationship between emotional intelligence, perceived stress and teaching efficacy of kindergarten teachers in Macao.” as a data collection tool, while the research object were the kindergarten teachers in public and private schools in Macao. A total of 269 valid questionnaires are recovered, the valid return rate was 100%. Statistical analysis was performed after the questionnaires were collected, the research results are summarized as follows: 1. The teachers’ emotional intelligence was at a high intermediate level. The significant differences of emotional intelligence were found among teachers with varying background variables such as marital status, teaching experience and inclusive education experience. 2. The teachers’ perceived stress was at a low intermediate level. The significant differences of perceived stress was found among teachers with varying background variables such as teaching experience. 3. The teachers’ teaching efficacy was at a high intermediate level. The significant differences of teaching efficacy were found among teachers with varying background variables such as marital status, teaching experience and inclusive education experience. 4. There was significant negative correlation between teachers’ emotional intelligence and perceived stress. 5. There was significant positive correlation between teachers’ emotional intelligence and teaching efficacy. 6. There was significant negative correlation between teachers’ perceived stress and teaching efficacy. 7. The teachers’ emotional intelligence and perceived stress could predict teaching efficacy. 本研究旨在探討澳門幼稚園教師情緒智力、壓力知覺與教學效能關係之現況及相關情形。研究方法是以問卷調查方式進行，以本澳公立及私立學校的幼稚園教師作研究對象。是次回收有效問卷為269份，問卷回收率達100%，問卷回收後進行統計分析。本研究結果顯示如下： 一、本澳幼稚園教師情緒智力達到中高程度，整體情緒智力因婚姻狀況、教學年資及融合教育經驗的不同而有顯著差異； 二、本澳幼稚園教師壓力知覺呈現中下程度，整體壓力知覺因教學年資的不同而有顯著差異。 三、本澳幼稚園教師教學效能達到中高程度，整體教學效能因婚姻狀況及融合教育經驗的不同而有顯著差異； 四、情緒智力與壓力知覺呈現負相關； 五、情緒智力與教學效能呈現正相關； 六、壓力知覺與教學效能呈現負相關。 七、情緒智力、壓力知覺對整體教學效能具有顯著預測力。 本研究依據上述研究之結果提出建議給予政府、學校行政機關、幼稚園教師及未來研究者作參考。

With the continuous reform of education and the ongoing development of teaching methods by the Macao government, the teaching model of biology is also constantly evolving. The “5E” instructional model, proposed and developed by the Biological Sciences Curriculum Study (BSCS) in the United States, consists of a learning cycle divided into five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Each phase begins with the letter “E,” hence it named as the 5E teaching model. This model is currently widely applied in inquiry-based teaching across multiple countries. This article is a research study on practical teaching, where the researcher attempts to integrate information technology with the 5E learining method in an 8th Grade biology class. The aim is to explore whether the learning attitudes and academic performance of middle school students can be enhanced in the context of the 21st century. The focus of this study is on the chapter about the “Immune System,” selecting two parallel classes of 8th Grade students from a secondary school in Macao as research subjects. One class uses the 5E model, while the other teaching with traditional lecturing methods. Through Document Analysis, equivalent-group design, and questionnaire surveys and lesson plan based on 5E model, statistical software SPSS 22 is used to analyze the data regarding students’ biology learning attitudes and academic performance, thereby assessing the effectiveness of teaching using the 5E model and identifying issues encountered during the teaching process to provide targeted teaching strategies. The research findings indicate: (1) There is no significant difference in the learning attitudes and performance of students in the experimental class compared to the control class regarding the immune system unit. (2) There is no significant difference in the learning attitudes and performance of students in the experimental class before and after receiving 5E teaching. (3) For students with average academic performance, the experimental class shows significant differences in learning interest and strategies compared to the control class after undergoing 5E teaching. (4) Among students with average academic performance in the experimental group, there is a significant difference in learning interest after 5E teaching compared to before. (5) Students express high satisfaction with the teacher’s integration of information technology into the 5E teaching model, which can stimulate their interest in learning natural sciences.

This study employs qualitative research methods, conducting semi-structured interviews with ten kindergarten teachers in Macao. The study further analyses and summarises the participants' perceptions of music teaching, music curriculum design, teaching practices, practical challenges, and the support needed to develop music education. The findings of the study are as follows: 1. The study explores kindergarten teachers' perceptions and attitudes towards music teaching, revealing that all participants recognise the importance of fundamental music knowledge and skills, although there is a noticeable variation in the music proficiency level among teachers. A solid foundation in music is essential for delivering high-quality music instruction. Further to professional skills, teachers' attitudes towards music teaching also vary. While most participants are passionate about music education, some hold neutral or conservative views, and a few lack much interest. Their involvement in teaching is primarily driven by professional duties and school curriculum requirements, with some missing intrinsic motivation or enthusiasm for teaching music. Additionally, some teachers' limited interest in music teaching may be related to a lack of musical talent or confidence. 2. This study analyses the current state of music curriculum teaching in kindergartens. Most music instruction within kindergartens in Macao aligns with the guidelines provided by the Education and Youth Development Bureau, with two music classes arranged per week, each session lasting about 30 minutes. While thematic teaching is a significant model in kindergarten music curricula, over-reliance on it should be avoided. The study suggests that teachers should balance thematic teaching with systematically cultivating fundamental music knowledge and skills. Regarding staffing, music classes are typically co-taught by two classroom teachers, with one required to have instrumental skills. This arrangement supports more professional music instruction, enriches teaching content, and enhances children's musical experiences. However, challenges remain due to heavy teacher workloads and insufficient resources and facilities. Despite these limitations, kindergarten teachers in Macao continue to implement personalised teaching approaches and adopt diverse, innovative, and individualised teaching methods in their music curricula. The interviewed teachers demonstrated a broad and innovative approach to curriculum design and practice, reflecting their deep understanding and professional competence in early childhood music education. 3. Kindergarten teachers in Macao face various challenges in teaching music curricula, most due to the comprehensive and objective assessment of children's musical abilities. The study finds that teachers typically struggle to evaluate musical concepts, rhythm, creativity, interest, and engagement. Additionally, pronunciation accuracy and developmental differences among children are significant factors in the assessment process. 4. This study aims to delve into the challenges and needs faced by kindergarten teachers in music curriculum practice, particularly in music education. The findings indicate that the development of music education in kindergartens is influenced by multiple factors, with the level of importance and support given to music education by schools being a critical issue. Specifically, some participants noted that schools place limited emphasis on music education, prioritising core subjects such as language and English, while others reported that schools provide ample recognition and support for music education. This disparity leads to an imbalance in music teaching resources and environments, affecting teachers' ability to conduct music teaching activities effectively. While some schools place a high value on music education, overemphasising certain aspects of training may lead to an imbalanced development of music education. Furthermore, the study finds that kindergarten teachers have varying levels of musical background and teaching experience. Despite having a basic understanding of music, some teachers fall short in teaching methods and strategies, while others lack systematic music knowledge and skills. These differences in capability limit the quality of music instruction and hinder the comprehensive development of children's musical literacy. Finally, the researcher provides relevant recommendations based on these conclusions to guide future research. 本研究採用質性研究法,通過半結構訪談10位澳門幼稚園教師,並進一步加以分析與歸納探討了受訪者對音樂教學的認知、音樂課程設計、教學實況、實踐困境以及發展支持等方面的情況。研究結論如下： 1. 探討幼稚園教師對音樂教學的認知和態度,研究發現,所有受訪教師均認識到音樂基礎知識和技能的重要性,但教師之間的音樂技能水準存在一定差異。紮實的音樂基礎是開展高品質音樂教學的前提。除了專業技能外,教師對音樂教學的態度也有所不同,大部分受訪者對音樂教學充滿熱忱,但也有部分教師持中立或保守的態度,少數教師則缺乏興趣。他們參與教學主要是出於職責和學校課程安排,可能缺乏內在動力和熱情。此外,個別教師對音樂教學的興趣不足,這可能與其音樂天分不夠或自信心不足有關。 2. 本研究分析了幼稚園音樂課程的教學現狀。大多數澳門幼稚園的音樂教學安排符合教青局的指引,每週安排兩次音樂課,每節課時長約為30分鐘。雖然主題教學是幼稚園音樂課程的重要模式之一,但不宜過度依賴。研究指出,教師在進行主題教學的同時,應重視系統性培育音樂基礎知識和技能,並在兩者之間找出平衡。在教師配置方面,音樂課通常由兩位班主任共同執導,其中一位教師需具備樂器演奏能力,這樣的安排有助於提供更專業的音樂指導,豐富教學內容,並提升幼兒的音樂體驗。然而,問題在於教師的工作負擔較重,且在師資力量和教學設施等方面仍有不足。儘管面對環境的限制,澳門幼稚園教師仍靈活地開展自己的個性化教學,並在音樂課程中採用了多樣化、創新性和個性化的教學方法。受訪的幼稚園教師展現出了多元化、創新性的教學設計理念和實踐,充分體現了他們對幼兒音樂教育的深刻理解和專業素養。 3. 澳門的幼稚園教師在進行音樂課程教學時面臨多種挑戰,這些挑戰主要集中在如何全面且客觀地評估幼兒音樂能力。研究發現,教師們普遍在音樂概念、節奏感、創造力、興趣和參與度的評估方面遇到困難。此外,發音準確性和幼兒之間的發展差異也成為評估過程中的重要考慮因素。 4. 本研究旨在深入探討幼稚園教師在音樂課程實踐中面臨的挑戰與需求,尤其是在音樂教育方面。研究結果顯示,幼稚園的音樂教育發展受到多種因素的影響,其中學校對音樂教育的重視程度和支持力度的差異是關鍵問題之一。具體而言,有部分受訪者指出,學校對音樂教育的重視程度有限,更側重於語文、英語等主學科的教學；而另一些受訪者則表示,學校對音樂教育給予了充分的認可和支持。這種差異性導致了音樂教學資源和環境的不平衡,影響了教師開展音樂教學活動的能力和效果。 儘管一些學校非常重視音樂教育,但如果過度強調某一方面的培養,可能會導致音樂教育的發展失衡。此外,研究還發現,幼稚園教師的音樂專業背景和教學經驗存在較大差異,有些教師雖然具備音樂基礎,但教學方法和策略上有所欠佳,另一些教師缺乏系統的音樂知識和技能。這種能力上的差異不僅限制了音樂教學的品質,還阻礙了幼兒音樂素養的全面發展。最後,研究者依據上述結論據出相關建議,以提供給後續研究者為參考。

This study explores the attitudes of resource teachers toward IEPs, identifies the challenges and facilitators that influence their implementation and the overall effectiveness of inclusive education practices in Macau. The findings of the study revealed resource teachers play a pivotal role in establishing and implementing IEP for students with special educational needs. Nevertheless, it is discovered that there is little significance of IEP for catering the needs of students with SEN in the actual inclusive educational environment despite the fact that most teachers recognize the importance of IEP. Findings also revealed that the current IEP is often seen as a limited reference tool, lacking practical application in the classroom. The absence of progress monitoring and effective evaluation negatively impacts the value of the IEP. Teachers'insufficient skills in assessing students’ progress and the limited content of the IEP further hinder its effectiveness in supporting students with SEN. The study highlights the need for improvements in practicality, evaluation, and content to enhance the effectiveness of IEP oncatering the needs of students with SEN. Meanwhile, the findings revealed obstacles including teachers' lack of professional knowledge, cumbersome administrative processes, limited human resources, low parent involvement, and inconsistent progress monitoring. These challenges hinder the effectiveness of IEP implementation. Oppositely, the only key facilitator, which is student progress, allows for reflection and adjustments in teaching practices. Improving teacher training, streamlining administrative procedures, increasing resources, enhancing parent involvement, and standardising progress monitoring are crucial for optimising IEP implementation and supporting students with special educational needs.

"This study investigates the perspectives, challenges, and strategies of STEM teachers in Macau as they integrate STEM education into their curricula. STEM teachers in Macau generally consider the integration of STEM education essential for enhancing students' creativity and problem-solving abilities. However, during the implementation process, they face challenges such as insufficient resources, limited opportunities for professional development, and difficulties in interdisciplinary collaboration, which restrict the effectiveness of STEM teaching. This study employed a qualitative research approach, conducting in-depth, semi-structured interviews with STEM teachers in primary and secondary schools in Macau to understand their experiences and needs. Purposeful sampling was used to ensure diversity and representativeness of the sample. The findings indicate that schools lack sufficient STEM teaching resources (such as equipment and materials), and limited professional development opportunities prevent teachers from effectively mastering new technologies and teaching methods. Furthermore, interdisciplinary teaching is constrained by challenges in collaboration and curriculum design. Low student engagement and insufficient parental support also affect the effectiveness of STEM education. The results suggest that schools should enhance resource allocation, promote professional development for STEM teachers in Macau, and encourage interdisciplinary teaching collaboration to improve the quality of STEM education, thus strengthening students' creativity and problem-solving skills. These findings offer valuable insights for STEM educators and policymakers to foster the comprehensive development of STEM education.