澳門幼稚園非特教專業教師在融合教育班級經營的困難與應對策略之研究

隨着澳門融合生的數量日益增加,澳門非特教專業教師在融合教育的班級
經營上亦面臨很多挑戰,因此,本研究旨在探討澳門幼稚園非特教專業教師在
融合教育班級經營遇到的困難及應對策略,為澳門融合教育幼稚園非特教專業
教師提供參考策略,及促進澳門融合教育的發展。
依據研究目的,本研究採取質性研究的半結構訪談法,以立意抽樣的方
式,選取五位來自不同融合學校的澳門幼稚園非特教專業教師參與研究,整理
及分析訪談內容得出的研究結果如下:
(一) 教師的心態對融合教育有著成敗的關鍵,當教師抱持正面的態度,教
師更願意去學習不同的方法幫助融合生解決困難;當教師保持負面的
態度,自身的學習力和行動力較低,難以幫助融合生解決問題和推動
學生進步。
(二) 澳門幼稚園融合教育下班級經營所遇到的主要困難為融合生的社交問
題、融合生與普通生的能力、學習進度不一、以及融合生的情緒、行
為問題影響課堂進行。
(三) 教師應了解融合生的需要提供適切的教育輔助,結合教學環境設置幫
助融合生解決問題,同時教師要提高自己的學習力和自我覺察力,並
結合教師的身教、同儕協助、協同教學、家校合作和家長親職教育,
能為融合教育班級經營帶來正面的影響。
最後結合研究結果,分別就回應研究問題提出具體的建議,以供參考。
In recent years, with the increasing number of Macau students with special
education need. There are many challenges in class management of integrated
education for non-certified kindergarten special education teacher. Therefore, the
purpose of this study aimed at discuss the difficulties of class management that Macau
non-certified kindergarten special education teacher are facing, and what strategies
they have tried to solve these problems. Hope to provide reference method on class
management for non-certified kindergarten special education teacher, and advance the
development of integrated education in Macau.
According to the purpose of the research, this study adopts qualitative research
by using the semi-structured interview method to collect data. This study interviewed
5 non-certified kindergarten special education teacher representing different schools.
After analyzing the interview content, the research findings as follows:
a. Teacher’s attitudes is the key of success in integrated education. When teachers
have a positive attitude, they are more willing to learn different ways to help
students with special education need. When teachers have a negative attitude, they
are more likely to low independent learning capability.
b. The main difficulties of class management that Macau non-certified kindergarten
special education teacher facing are social problems of students with special
education need, the different of student’s ability and learning progress, and the
emotional and behavioral problems of students with Special Education Need.
c. There are several points have positive effects on class management. Firstly,
teachers should try their best to understand the reasons behind the emotional and
behavioral problems. Secondly, teachers provide appropriate support according to
the needs of students with Special Education Need. Thirdly, teacher provide a

good learning environment for students. Fourthly, teachers have to improve self-
learning ability and self-awareness continuously. Fifthly, teachers sets a good

example for students, and combine with peer assistance and collaborative teaching.
Lastly, build a good relationship of school and parent.
According to the study finding, author would like to make several suggestions.