Full bibliography

「融合教育下澳門小學普通班教師班級經營面對的困難及可行策略之研究」 =: "A Study on the Difficulties Faced by Macau Primary School General Education Classroom Teachers in Class Management and Possible Strategies"

University of Saint Joseph

Macau

2024

104

eng

「融合教育下澳門小學普通班教師班級經營面對的困難及可行策略之研究」 =

Library Catalog (Koha)

M-ED 2024 LEI,WEN

With the rapid development and reform of education in Macau, inclusive education has become an important trend, especially with the inclusion of students with special learning needs in regular classes, which poses higher demands on teachers. This study aims to explore the challenges and feasible strategies faced by primary school teachers in regular classes in Macau under the inclusive education system, to fill the gaps in understanding the attitudes, practices, difficulties, and resolution strategies of class management by primary school teachers in Macau under inclusive education, and to provide specific recommendations to promote the implementation and development of inclusive education, which is of great significance for improving the quality of education and student learning outcomes. This study employs qualitative research methods, specifically in-depth case interviews, with 12 primary school teachers in regular classes who have served or are currently serving in inclusive classes, to collect their experiences and viewpoints, and to organize and analyze the data. The study finds that the attitudes and beliefs of teachers are crucial to the success of inclusive education, and that class management is a key factor affecting student learning outcomes. Teachers face challenges such as insufficient professional knowledge and skills, increased workload, etc., and effective coping strategies include creating a positive class atmosphere, maintaining order, and promoting peer interaction. This study emphasizes the importance of teacher attitudes, the core role of class management, and practical strategies in the face of challenges. It recommends strengthening teacher professional training, improving policy support, and enhancing parental participation to create a more inclusive learning environment 隨著澳門教育的迅速發展與改革，融合教育成為重要趨勢，特別是在普通班中加入特殊學習需要的學生後，對教師提出了更高要求。本研究旨在探討融合教育下澳門小學普通班教師在班級經營上所面臨的挑戰與可行策略，填補對融合教育下澳門小學普通班教師班級經營態度、做法、困難及解決策略的瞭解，並提出具體建議，以促進融合教育的實施與發展，及對於提升教育品質和學生學習成效具有重要意義。本研究採用質性研究方法，通過個案深度訪談法，對12位曾擔任或現任融合班的小學普通班教師進行訪談，收集他們的經驗和看法，並進行資料整理與分析。研究發現教師的態度和信念對融合教育的成功至關重要，班級經營是影響學生學習成效的關鍵因素，教師面臨的挑戰包括專業知能不足、工作量增加等，而有效的應對策略包括營造好班級氣氛、維護秩序、促進同儕互動等。本研究強調了教師態度、班級經營的核心作用，以及面對挑戰時的實踐性策略，建議加強教師專業培訓、完善政策支持、提升家長參與等，以創建更包容的學習環境。In Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, July 2024Supervisor : Chiang Hsu-Min

• Master Dissertations
  • School of Education
    • Education