知識管理的觀點運用在國民小學推展融合教育之行動研究-以桃園縣希望國小為例

An action research of inclusion-extensibility from knowledge management aspect --Hope primary school in Taoyuan county as an example

林秀穗(Hsiu-Sui Lin)

指導教授 ： 康雅淑

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700386

摘要

本研究以桃園縣希望國小（化名）為研究場域，以推展融合教育做為研究主題，進行行動研究，探討教師推動融合教育所面臨的問題，並據以發展解決問題的行動策略。研究過程以意見調查表、訪談紀錄、焦點團體訪談、省思札記、回饋單、紀錄文件、e-mail等方式蒐集資料。
有關本行動研究的發現與結果，分為三部份，簡述如下：
一、推動融合教育時所遭遇的問題
本行動研究透過意見調查表、訪談教師以及自然情境觀察等方法，進行教學群面臨問題之探究，發現在推展融合教育上，存有「教師的特教專業能力不足」、「對融合教育抱持負面的態度與看法，且認為工作負擔會加重」、「行政的支援不足」等問題。
二、 知識管理的行動策略執行與修正
針對所遭遇的問題，研究者透過需求調查、訪談教師以及焦點訪談等方法，和參與研究者採知識管理觀點發展各項行動策略，藉由行政規劃與資源班教師、普通班教師合作，發展知識管理的行動策略，包括辦理特教研習、專業對談、E化學習、特教影片欣賞、特教專書閱讀、建置特教專欄等；透過知識的獲取、知識的分享、知識的轉化、知識的創新等方式，並經實際執行、省思、修正、再執行等循環過程。在過程中，促進教師之專業成長，提昇教師進行特教知能專業研究的能力，並增進教學群之凝聚力與協同合作的情感。
三、 行動研究的成果
本行動研究的具體成果，包括「增加教師對融合教育認同度的增加」、「教師的特教專業知能的獲得與提升」、「行動研究促進教師間互動」、「建立協同合作機制」、以及「行動的再繼續」等。
最後，研究者依據行動研究的結果，對普通班級教師、資源班教師以及學校行政人員，提出相關的建議，做為未來持續研究與推展融合教育之參考。

關鍵字

行動研究 ； 融合教育 ； 知識管理

並列摘要

This action research was to discuss the questions that regular educators might faced during implementing inclusive education in Hope elementary school, and conceived the strategies to solve problems as well.
Data collected mainly from questionnaires, interviews, focus-group interviews, reflecting notes, feedback of teachers, documentaries, and e-mails.
The major findings of this action research divided into three parts and summarized as follows:
1. Problems about inclusive education
Through the data from the questionnaires, teacher interviews and observation, it found that the problems regarding inclusive education included: (1) teachers lacked abilities in implement inclusive education; (2) most teachers felt negative about inclusive education and thought overwhelmingly; (3) teachers needed supporting from school systems, especially within school administration.
2. Strategies regarding knowledge management, in order to amend and implement inclusive education better.
As regard as theory of knowledge management, strategies developed through the results of demand survey, teacher interviews, and focus- group interviews; therefore, in the process of implement inclusive education, this study used several strategies, including (1) encouraging the cooperation between regular and special educators; (2) free time for dialogue between different professionals; and (3) supporting network built within the school.
Through the obtaining, sharing, transforming, and innovation of knowledge, with the process of implemented, reflected, amended, and re-implemented, it improved teachers’ abilities in practice inclusive education, and promoted the teacher’s cohesion and the feeling of cooperation.
3. Result of this action research
The aim of the action research was to problem-solve and promote teacher’s professional learning; therefore, this action research successfully helped school teachers found out problems when facing inclusive education, and developed strategies solved their difficulties, the most important result was to change teachers’ feeling of included children with special needs within regular classrooms.

並列關鍵字

action research ； knowledge management ； inclusive education

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