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國小融合班教師班級經營策略之研究

The Study on Strategies Adopted by Elementary Teachers to Manage an Inclusive Classroom

摘要


本研究採取紮根理論研究取向,旨在了解於班級經營上,被推薦具成效的三十二位國小融合班教師,其運用的班級經營策略是什麼,他們認為與融合班班級經營策略相關的條件為何,最後彙整出國小融合班班級經營模式。 研究發現在身心障礙學生入校(班)前或學期開始前,為了達到「讓自我和身心障礙學生有所準備」的目標,教師會在心態和作法上作準備,並且讓學生在進入此環境前有所準備。在身心障礙學生入校(班)後或學期中,為了達到「讓身心障礙學生融入班級」的目標,教師會採取了解學生的身心狀況,以及這些狀況對其適應普通班可能帶來的影響;與相關人員的溝通和合作、相關資源的運用、心理環境的營造、物理環境的安排、課程與教學的規畫、情緒與行為的輔導、生活作息的管理、教學評量的實施等九項策略。在身心障礙學生即將離校(班),準備進入新學校或班級之前,為了達到「讓身心障礙學生平穩地轉銜至新環境」的目標,教師計畫讓學生作轉銜至新環境的準備,以及讓新環境作準備。 教師認為與融合班班級經營相關的條件包括:(1)教師預先準備和計畫;(2)教師具備同理心,能夠保持彈性,並且自我省思;(3)教師以公平和關注的態度對待所有學生;(4)教師身教示範接納且適切的態度和行為;(5)身心障礙學生家長的參與和配合;(6)營造相互接納與協助的環境;(7)學校讓老師有所準備,並且提供特殊教育和行政支援。

並列摘要


The purposes of this research adopting grounded theory approach were to explore how 32 elementary school teachers successfully operating inclusion managed a classroom to meet special needs of students with disabilities, and to understand what factors were related to the effects of managing an inclusive classroom. Finally, an integrated model of managing an inclusive classroom at elementary level was developed. The research findings were presented as follows: First, before students with disabilities entering into schools/classes, the teachers would prepare themselves and students with disabilities for this new environment. Second, after students with disabilities entering into schools/classes, the teachers would adopt the following strategies: understanding students' physical and psychological state, and its effects on adjustment in an inclusive classroom; communication and cooperation with significant others; using related resources; planning and management of psychosocial, physical, instructional, procedural, behavioral, and instructional assessment dimensions. Third, when students with disabilities are making transition to the next environment, the teachers plan to prepare students with disabilities and the next environment. The factors related to the effects of managing an inclusive classroom consisted of: (1) teachers' preparation and planning in advance; (2) teachers' empathy, flexibility, and self-awareness; (3) teachers' equitable and caring attitudes for all students; (4) teachers' modeling of accepting and appropriate attitudes and behaviors; (5) parental involvement and cooperation; (6) the formation of an accepting and supportive environment for one another; (7) preparing teachers and providing them with administrative and special education supports.

參考文獻


Bauer, A. M.,Brown, G. M.,A. M. Bauer,G. M. Brown (Eds.)(2001).Adolescents and inclusion: Transforming secondary schools.Baltimore:Paul H Brookes.
Beninghof, A. M.,Singer, A. T.(1997).Ideas for inclusion: The school administrator`s guide.Longmont, CO:Sopris West.
Bull, S. L.,Solity, J. E.(1993).Classroom management: Principles to practice.New York:Routledge.
Cangelosi, J. S.(2003).Classroom management strategies: Gaining and maintaining students` cooperation.New York:Wiley/Jossey-Bass.
Clough, P.,P. Clough (Ed.)(1998).Managing inclusive education: From policy to experience.London:Paul Chapman.

被引用紀錄


楊美瑜(2017)。新北市國民小學教師領導型態與班級經營策略關係之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2017.00093
朱曉萍(2009)。臺北市高職綜合職能科專業科目教師專業知能之研究〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://doi.org/10.6841%2fNTUT.2009.00358
陳書婷(2019)。國小普通班教師在融合教育實施中教學困擾之研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201900012
陳琪媚(2018)。國中特教班助理員培訓課程架構及內涵之研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201800855
薛荷芳(2016)。桃園市初任國中導師實施發展性輔導的困境與轉化〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201600407

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