運用嵌入式教學在學前融合教育師資職前培訓之行動研究

An Action Research on Adopting Embedded Learning into Student Teacher Pre-service Training for Preschool Inclusion

隨著融合教育理念的推廣，超過九成的特殊幼兒進入幼兒園的普通班就 讀。而根據文獻支持自然情境教學取向對融合教育的效果較好，顯示學前巡迴 教師需更熟悉自然情境的教學支持，並應納入學前特教師資培訓的重點之一。 故本研究以行動研究取向來探討培訓師培生運用自然情境教學取向的嵌入式教 學策略之過程，以期發展出在實務上有效的培訓方式。研究者將此策略融入課 程設計，並徵得14 名師培生參與。 研究發現師培生雖能理解自然情境取向的概念，也能將策略融入活動與作 息，但在選取發展合宜的學習目標和設計呼應目標的策略、自然而不干擾的情 境安排等方面遇到困難。建議培訓以小組或個別個案討論提供具體步驟及逐步 引導的方式為佳。

As the concept of inclusion getting prevalent in education， more and more young children with special needs have been placed in regular classrooms. According to the literature， naturalistic teaching approach has better impacts on inclusion. Hence， itinerant teachers need to become familiar with naturalistic teaching support， and it should also be emphasized by the pre-service training program for early childhood special educators. This study adopted an action research approach to explore the training process of student teachers using one model of the naturalistic teaching approach， the embedded learning teaching strategies， with the aim to develop a practical and effective training program. The researcher incorporated important components of this strategy into the curriculum， and 14 student teachers participated in the study. Results showed that although student teachers could comprehend the concept of naturalistic teaching and embed strategies into activities and routines， many challenges are encountered， such as choosing developmental appropriate goals and designing relevant strategies， arranging natural and non-interfering context， etc. Based on the findings， it is better to design training by small groups or case studies through a step-by-step guidance.