国际中文开源期刊平台

澳门普通学校教师特教教学调整之实证分析

An Empirical Analysis of Special Education Instructional Adjustment in Macau Ordinary School teachers

中国心理学前沿 / 2021,3(9)：950-965 / 2021-09-23 444 261

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• 作者： 董志文     
• 单位：

  圣若瑟大学社会科学及教育学院，澳门

• 关键词： 澳门；融合教育；普通学校教师；特教教学调整
• Macau; Inclusive Education; Ordinary School Teachers; Special Education Instructional Adjustment
• 摘要： 本研究旨在探讨澳门普通学校教师的特教教学调整的现况，并了解不同背景下这些教师的特教教学调整的差 异情形。研究一共收取了 612 位普通学校教师的数据，以“单一样本 T 检验”“独立样本 T 检验”“单因子变异数分析”“克 . 瓦二氏单因子变异数等级分析”进行数据处理。研究显示：（1）教师在整体特教教学调 整属于较高程度，其「环境调整」、「课程调整」、「教学调整」、「评量调整」等向度也属于比较高程度； （2）「教学年资」、「特教年资」、「专业背景」、「主要职务」、「任教阶段」、「融合教育进修」、「短期进修」、「任教前与残障相处或了解经验」、「融合教育人员支持」、「与同事沟通时间」、「校部规模」在特教教学调整中呈现显著差异（p<0.05）。最后，根据此研究结果提出建议，以作为教师、学校及政府的参考。
• The purpose of this research is to explore the current status of the special education Instructional Adjustment of ordinary school teachers in Macau, and to understand the differences in the special education Instructional Adjustment of these teachers under different backgrounds. A total of 612 ordinary school teachers’ data was collected for the study, and the data were collected using “One sample t test”, “Independent sample t test”, “One-way anova”, and “Kruskal-wallis H”. Research shows that: (1) Teachers are at a relatively good level in the overall special education Instructional Adjustment, their “Environmental adjustment”, “Curriculum adjustment”, “Teaching adjustment”, “Evaluation adjustment” are also good level; (2) “Teaching years”, “Special education teaching years”, “Professional background”, “Main job title”, “Teaching stage”, “Inclusive education training”, “Short-term training”, “Getting along with the handicapped or understanding experience before teaching”, “Support by inclusive education staff ”, “Communication time with workmates”, “School scale” are presented significant difference in the special education Instructional Adjustment (p<0.05). At last, we make recommendations based on the results of this study as a reference for teachers, schools and government.
• DOI： https://doi.org/10.35534/pc.0309111
• 引用： 董志文．澳门普通学校教师特教教学调整之实证分析［J］．中国心理学前沿，2021，3（9）：950-965．