特殊幼兒教師教學決定之研究

The research on two early childhood special education teachers' teaching decision-making

楊蕙英

指導教授 ： 林育瑋

國立臺灣師範大學/教育學院/家政教育學系/碩士(2000年)

摘要

本研究以兩位特殊幼兒教師為研究對象，採用質性研究方法，透過訪談、觀察、文件收集等方式收集兩位個案資料，希望藉由發現教師教學理念及其實踐情形，了解教師教學思考與教學決定；及影響其教學決定的因素。本研究的發現如下：
一、特殊幼兒教師的教學理念
出雲老師的教學理念包括：重視學校生活的適應；尊重幼兒的感受、等待幼兒；經常與幼兒活動；重視統整課程的概念；尊重幼兒的選擇權；強調幼兒是教學的主體。
見晴老師的教學理念包括：重視生活適應；強調透過經驗與遊戲中學習；重視情緒教育；重視知動訓練，及數概念學習的生活化與多樣化。
綜合言之，兩位老師在開放式的教學環境中，以生活適應為教學目標，採用幼兒為中心的教學方法，並重視生活化的教學內容。雖然兩位老師都抱持以幼兒為中心的理念教學，但因教學情境、教學對象不同，故落實教學的過程中也有差異存在。
二、影響教師教學決定的因素
研究發現除了教師的教學理念外，教師過去的教學經驗、專業知識；幼兒的興趣、能力、需要；與合班老師的互動情形；學校行政：治療師與家長等都是影響教師教學決定的因素。其中以教師個人因素影響最甚，就如同見晴老師與向陽老師的互動良好，學校行政主管又能尊重老師的決定，因此，其教學理念與教學行為能有一致的表現；而出雲老師與合班老師間的溝通問題、再加上執行學校既定政策的壓力，導致其統整課程的想法無法落實。
最後，並建議未來研究者可針對合班教師的互動、教育行政主管的角色及態度進行相關的研究。

關鍵字

特殊幼兒教師 ； 教學決定 ； 教學理念

並列摘要

The purpose of this study is to examine：1.What are teaching thought of the early childhood special education teachers？2.How do they put their thought into practice？3.What and how do factors influence teachers’ teaching？
An interpretative study was adopted in this study. Data were collected though classroom observations, interviews, and documents. Data collection lasted nine months, from 2000 September to 2001 May. Two early childhood special education teachers participated in this study.
The following findings were drawn from this study：
1. Early childhood special education teachers hold a set of teaching thought which influence their classroom practice. Although two teachers both adopted child-based method, lively teaching content in opened teaching environment, they performed differently, because they taught in different teaching contexts.
2. The factors which influenced two teachers’ teaching decision-making include： teachers’ thoughts, teaching experience, professional knowledge, children, interaction with their co-teaching teacher, the administrator of kindergarten, therapist, and parents. Among these factors, teacher’s personal factor is the most important. One of teachers had a good relationship with her co-teaching teacher，and the administrator of kindergarten respected their decision-making, so she could put her teaching thought into practice well. But another teacher had some problem with co-teaching teachers, and kindergarten’s policy, she could not put integrated curriculum into practice.

參考文獻

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