南華大學機構典藏系統:Item 987654321/16894
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    题名: 嘉義縣學前教育人員實施融合教育專業知能與教學困擾之研究
    其它题名: A Study on Professional Knowledge and Teaching Problems among Inclusive Preschool Educators in Chiayi County
    作者: 楊宜珊
    Yang, Yi-Shan
    貢獻者: 幼兒教育學系
    何華國
    Hua-Kuo Ho
    关键词: 專業知能;學前教育人員;融合教育;教學困擾
    professional knowledge;preschool educator;inclusive education;teaching problem
    日期: 2014
    上传时间: 2014-11-19 15:01:44 (UTC+8)
    摘要: 　　本研究之目的，在於瞭解嘉義縣學前教育人員實施融合教育專業知能與教學困擾之現況。研究方法採取問卷調查法。以服務於嘉義縣幼兒園且班上學生有1位以上是身心障礙幼兒之教育人員為研究對象。主要的工具是研究者自編「學前教育人員專業知能與教學困擾之調查問卷」。採用描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關係數、薛費法等統計方法分析資料。本研究的結果如下：一、嘉義縣學前教育人員專業知能整體瞭解程度偏於中等。瞭解程度由高至低依序為「支援合作」、「教學實務」、與「融合教育理念」。二、不同年齡、教育程度、年資之嘉義縣學前教育人員對於學前融合教育專業知能的瞭解程度並無顯著差異。三、不同幼兒園類型、任教資格、特教背景、有無任教身心障礙幼兒經驗之嘉義縣學前教育人員對於學前融合教育專業知能的瞭解程度有所差異。四、嘉義縣學前教育人員教學困擾整體困擾程度偏於輕微的困擾。困擾程度由高至低依序為「課程教學」、「班級經營」、「親師溝通」、與「支援服務」。五、不同教育程度、特教背景、與年資之嘉義縣學前教育人員對於學前融合教育教學困擾的困擾程度並無顯著差異。六、不同年齡、幼兒園類型、任教資格、有無任教身心障礙幼兒經驗之嘉義縣學前教育人員對於學前融合教育教學困擾的困擾程度有所差異。七、嘉義縣學前教育人員實施融合教育專業知能之「融合教育理念」層面與教學困擾全量表有顯著低度正相關。八、嘉義縣學前教育人員實施融合教育專業知能之「支援合作」層面與教學困擾「支援服務」、「班級經營」有顯著低度負相關。九、融合教育專業知能之教育理念、教學實務、支援合作與全量表皆與教學困擾之課程教學層面有顯著高度正相關。　　　本研究最後依據所獲結果及未來研究提出相關建議。
    　　The purpose of this study was to explore professional knowledge and teaching problems among inclusive preschool educators in Chiayi County. Questionnaire survey was employed in the study. The peschool educators who serve in Chiayi County and have at least one child with disability in their classes were included in the study. The main instrument is the self-developed Professional Knowledge and Teaching Prblems Questionnaire for Peschool Educators .The collected data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, Pearson's Product-moment correlation and Scheffe’method. The study results were as follows:1. The understanding of professional knowledge of preschool educators in Chiayi County was somewhat moderate. The understanding from high to low level in order were support cooperation, teaching practice, and philosophy of inclusive education.2. No significant differences were found in understanding of professional knowledge by different ages, educational background, and years of teaching among peschool educators in Chiayi County. 3. Significant differences were found in understanding of professional knowledge by different types of peschools, teaching qulification, special education background, and experiences in teaching children with disabilities among peschool educators in Chiayi County. 4. The overall level of teaching problems of preschool educators in Chiayi County were somewhat mild. The problem levels from high to low in order were carriculum and teaching, classroom management, parent-teacher communication, and support services.5. No significant differences were found in teaching problems by different educational background, special education background, and years of teaching among peschool educators in Chiayi County. 6. Significant differences were found in teaching problems by different ages, types of peschools, teaching qulification, and experiences in teaching children with disabilities among peschool educators in Chiayi County. 7. Significantly positive low correlation was showed between philosophy of inclusive education of professional knowledge and the overall scale of teaching problems for peschool educators in Chiayi County. 8. Significantly negative low correlations were showed between support cooperation of professional knowledge and support services as well as classroom management , respctively, of teaching problems for peschool educators in Chiayi County.9. Highly significant positive correlations were found between philosophy of inclusive education, teaching practices, support cooperation and the overall scale of professional knowledge and carriculum and teaching of teaching problems, respectively. 　 　　Based on the results and future research, some related recommendations were provided in the study.
    显示于类别:[幼兒教育學系] 博碩士論文

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