實施融合教育之托兒所教師教學困擾之研究

A Study of Teachers’ Teaching Disturbance of Implementing Inclusive Education in Nursery School

本研究旨在探討托兒所教師在融合班教學困擾之現況，並比較不同背景變項的托兒所教師在教學困擾上的差異情形。主要研究工具為研究者自編之問卷調查，作為蒐集量化資料的工具，並以屏東縣公、私立托兒所178位教師為研究對象。將研究所得結果以描述性統計、獨立樣本t考驗及單因子變異數分析等統計方法加以分析。根據資料分析結果，本研究所得的結論如下：1、整體而言，托兒所教師在融合班的教學困擾，得分情形趨近中高程度。2、在托兒所教師自評在融合班教學困擾的各層面，依平均數高低排列，由高至低依序為：課程與教學、班級經營、專業知能及支援系統。3、特教背景、任教經驗、班級身心障礙幼兒人數，對托兒所教師在融合班的教學困擾有顯著差異。最後，研究者根據本研究的結果提出若干建議，以供學前教育機構之參考。

The purposes of this study were to investigate the teachers’ teaching disturbance in the nursery inclusive class. Meanwhile the study also examined the differences of the teaching disturbance among the teachers with different backgrounds as the variables. A survey questionnaire served as the research instrument for this study. Participants were randomly selected from 178 public and private nursery inclusive classes in Pingtung areas. The valid data were analyzed by frequency, mean, standard deviation, t-test, and one-way ANOVA. The major results included: 1.The teachers’ teaching disturbance of the inclusive education was moderate to high in general. 2. Based on the result of the teachers’ self-evaluation and perception, the overall mean values of the disturbance were ranked as the followings: the curriculum and teaching, the classroom management, the professional knowledge, and the supporting system. 3. The teachers with special education background, the ifferent teaching experiences, and the different number of disable children in class have significant difference on the teaching disturbance. According to the results, some concrete suggestions were brought up as references for other preschool settings.