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澳門小學普通班教師實施融合教育的教學困擾與因應策略之研究 =: A STUDY ON TEACHING DIFFICULTIES AND RESPONSE STRATEGIES OF TEACHERS IMPLEMENTING INTEGRATED EDUCATION IN ORDINARY CLASSES OF PRIMARY SCHOOLS IN MACAO

University of Saint Joseph

Macau

2024

95

chi

澳門小學普通班教師實施融合教育的教學困擾與因應策略之研究 =

Library Catalog (Koha)

M-ED 2024 NG,WA

本研究旨在探討澳門小學普通班教師在實施融合教育過程中所遇到的教學困擾以及其因應策略。研究採用半結構式訪談，訪談了八位澳門小學普通班教師，其中低小及高小各四位，並利用主題分析法針對訪談資料進行了深入探討和分析。 研究結果顯示：（1）教師在融合教育方面存在專業知識不足，需要更深入瞭解特殊教育需求學生並運用適應性教學策略。（2）調整課程以迎合不同學生需求增加了教師的工作負擔，並可能受到學生情緒行為問題的影響。（3）在支援系統上，資源短缺如缺乏資深教師、個別化教育計畫制定難度大和行政支援不足等問題使得教學更具挑戰性。（4）班級經營也需努力，以促進特殊教育需求學生與其他學生之間的良好互動，並建立支持性的學習環境。 對此，本研究提出了一系列建議：（1）在教師專業發展方面，建議加強專業培訓、鼓勵學術進修、實施跨校合作、增加家長溝通與合作、提供教學支援和輔導資源，以及定期評估和調整教學策略。（2）課程教學方面，應重視教師的專業發展和持續培訓、制定個別化教學計畫、實施差異化教學、利用多樣化教學資源和工具、促進合作學習、加強課堂管理和家校合作。（3）系統支援方面，建議加強資源教師與普通科目教師之間的合作、改進學校行政支援、加強家校溝通與合作、針對教師的專業發展、優化教學環境以及提高社會對融合教育的認識。（4）班級經營方面，則強調強化教師的專業發展、增加行政和資源支援、改善家校溝通與合作、促進學生間的正向互動、優化教學策略與課堂管理以及關注學生的心理健康。這些建議的實施將有助於提升澳門融合教育的品質，為所有學生創造一個更加包容和支持的學習環境。 The purpose of this study is to investigate the pedagogical difficulties encountered by Macao elementary school regular class teachers in the process of implementing Integrated Education and their coping strategies. Semi-structured interviews were conducted with eight regular classroom teachers in elementary school in Macao, including four from lower primary and four from upper primary schools, and the interview data were analyzed using thematic analysis. The findings of the study showed that: (1) Teachers' professional knowledge in integrated education is insufficient, and they need to have a deeper understanding of students with special educational needs and utilize adaptive teaching strategies. (2) Adjusting the curriculum to meet the needs of different students increased teachers' workload and might be affected by students' emotional and behavioral problems. (3) In terms of the support system, the shortage of resources such as lack of experienced teachers, difficulty in developing individualized educational plans (IEPs), and insufficient administrative support make teaching more challenging. (4) Classroom management also requires efforts to promote positive interactions between students with SEN and other students and to create a supportive learning environment. In this regard, a series of recommendations were made: (1) Teacher Professional Development: Strengthen professional training, encourage academic advancement, implement cross-school collaboration, increase parent communication and cooperation, provide teaching support and counseling resources, and regularly evaluate and adjust teaching strategies.(2) Curriculum and Instruction: Emphasize professional development and continuous training for teachers, develop IEPs, implement differentiated instruction, use diverse teaching resources and tools, promote cooperative learning, and enhance classroom management and home-school cooperation.(3) System Support: Strengthen collaboration between resource teachers and general subject teachers, improve school administrative support, enhance home-school communication and cooperation, focus on teachers' professional development, optimize the teaching environment, and raise community awareness of individualized education.(4) Classroom Management: Enhance teachers' professional development, increase administrative and resource support, improve home-school communication and cooperation, promote positive student interactions, optimize teaching strategies and classroom management, and pay attention to students' mental health.Implementing these recommendations will enhance the quality of integrated education in Macao, creating a more inclusive and supportive learning environment for all studentsIn Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, July/2024Supervisor : 姚小雪

• Master Dissertations
  • School of Education
    • Education