學前融合教育發展現狀與對策研究——以廣東省H市為例

Research on the Current Situation and Development Strategies of Preschool Inclusive Education: A Case Study of H City, Guangdong Province

本研究採用混合研究方法，對廣東省 H 市學前融合教育現狀展開調查。通過問卷調查（N=16,130，含園長109人、教師2,012人、家長14,009人）和實地訪談（8所幼稚園），結合驗證性因數分析（CFA）和信效度檢驗，系統考察了三類主體對融合教育的認知、態度及實踐困境。研究工具包括自編問卷，經檢驗均具有優異的信效度（α=0.937-0.977，CFI=0.955-0.995）。結果表明： (1)三類群體態度差異顯著（p<0.001），園長支持度最高，家長最為保守；(2)主要挑戰包括師資匱乏（94.5%）、兒童行為管理（71.77%）和設施不足（66.68%）；(3)實踐瓶頸集中在資源短缺和家校合作不足。基於此，提出強化師資培訓、優化教育環境、完善制度保障等建議，為推進融合教育發展提供參考。

This study employs a mixed-methods approach to investigate the current status of preschool inclusive education in H City, Guangdong Province. Through questionnaire surveys (N=16,130, including 109 principals, 2,012 teachers, and 14,009 parents) and on-site interviews (8 kindergartens), combined with confirmatory factor analysis (CFA) and reliability/validity tests, the study systematically examines the perceptions, attitudes, and practical challenges of the three stakeholder groups toward inclusive education. The self-designed questionnaires demonstrated excellent reliability and validity (α=0.937-0.977, CFI=0.955-0.995). Key findings include: 1) Significant attitudinal differences among the groups (p<0.001), with principals showing the highest support and parents being the most conservative; 2) Major challenges encompass insufficient specialized teachers (94.5%), behavior management (71.77%), and inadequate facilities (66.68%); 3) Practical bottlenecks primarily involve resource shortages and weak home-school collaboration. Based on these findings, recommendations are proposed, such as enhancing teacher training, optimizing educational environments, and improving institutional support, to advance inclusive education development.