Tchiang, Van Man IsabelCheang, Hoi SonHoi SonCheang2024-03-252024-03-25202120212021https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=176644&query_desc=an%3A27020https://dspace.usj.edu.mo/handle/123456789/4461幼兒教師在課室中面對有特殊學習需要的幼兒時，確實有需要理解和掌握積極的融合教 育的信念，落實在教育實務現場。本研究旨在探討澳門幼稚園教師在融合教育的班級經營中 所面對的挑戰，透過對 8 位幼兒教師的半結構性訪談，深入了解他們對融合教育及其班級經 營的信念、如何建立常規、教學經營和親師溝通等策略，以及探討他們在幼兒融合教育的班 級經營中所面對的挑戰和應對方法。 研究發現大部分受訪的幼兒教師掌握融合教育班級經營的正向信念，少部分教師則對融合教育的瞭解不足;他們能運用有效的班級經營技巧，制定適當的班級常規和教學策略。研究結果顯示受訪的幼兒教師所面對的挑戰大多是有關融合生的情緒行為問題、家校合作問題及融合班的師生比例問題。此外，研究同時發現，受訪教師的學歷背景、對融合教育知識的了解和教學經驗，對經營融合班級時的信心和抗壓力有差異。基於本研究的結果，研究者從幼兒教師、社會、學校及政府四個層面提出建議，期望能為本澳推展幼兒融合教育的實務上，裝備幼兒教師的自身能力，讓他們在面對融合生時能採用合適策略，進行有效的班級經營。同時，澳門政府也應該制定相關政策，使幼兒教師在應對融合生的教學現場能得到最適切的幫助。 When facing the students with special educational needs, kindergarten teachers need to understand and get hold of positive beliefs in inclusive education in the classroom context. The purpose of this study is to explore the challenge of managing inclusive education classrooms faced by the kindergarten teachers in Macau. Through semi-structured interviews with 8 kindergarten teachers, the study aims to explore deeply the respondents’ beliefs in implementing inclusive education, the strategies of managing inclusive classrooms, establishing rules and regulations, teaching and cooperating with parents, the challenges they face as well as the coping methods they employ. The finding of the study demonstrates that most of the kindergarten teachers possessed positive beliefs in managing inclusive education classroom. Only a few had little understanding of inclusive education. They could adopt effective classroom management skills, establish appropriate classroom rules and exercise proper teaching strategies. The study also reveals that the challenges faced by the kindergarten teachers include the emotional problem of students with special educational needs, the problem of home-school cooperation, and that of the teacher-student ratio in an inclusive education classroom. The study also informs that the respondents’ education background, knowledge of inclusive education and teaching experiences affected differently their confidence and coping skills in the inclusive education classroom. Based on the findings, the researcher would like to make recommendations regarding four domains: namely the kindergarten teacher, the community, the school and the Macau government. They help equip kindergarten teachers with necessary skills so that they can make use of appropriate strategies for effective classroom management in the inclusive education classroom. At the same time, the Macau government ought to formulate relevant policies aiming at assisting our kindergarten teachers in effectively coping with students with special educational needs in the classroom.zhUniversity of Saint JosephThesis and Dissertations Master of Education (MED)幼兒教師教學信念班級經營融合教育Kindergarten teachersEducation beliefsClassroom managementInclusive educationMaster Thesis