本文選題：澳門教師 + 聽覺障礙�。� 參考：《華東師范大學(xué)》2010年碩士論文

【摘要】： 融合教育是20世紀(jì)90年代初期國際教育領(lǐng)域出現(xiàn)的一種新思想,是21世紀(jì)教育發(fā)展的趨勢,也成為世界各國教育界的熱點問題,身心障礙學(xué)生回歸主流已成為現(xiàn)代特殊教育的潮流,而將聽覺障礙學(xué)生安置在普通班亦是目前的趨勢。澳門在1991年開始,著力推展融合教育,于06／07學(xué)年,透過“融合教育資助計劃”,向私立學(xué)校推展融合教育。唯目前澳門實施融合教育之教學(xué)環(huán)境是否成熟,教師對融合教育的態(tài)度是融合教育能否成功的關(guān)鍵因素。本研究在于探討澳門教師對聽覺障礙學(xué)生融合教育的態(tài)度,以訪談形式和觀察法訪問共六十位在澳門公立或私立學(xué)校任教的教師。其中八位作深度訪談,而其所任教的學(xué)生當(dāng)中都有聽覺障礙學(xué)生。本研究以以下幾個方面作探討： 1.個人背景：包括「性別、普通教育服務(wù)年資、特殊教育專業(yè)背景、曾經(jīng)教過聽覺障礙學(xué)生」等方面。 2.施教學(xué)生背景：聽覺障礙學(xué)生的性別。 3.工作環(huán)境(學(xué)校)：任教的學(xué)校是公立學(xué)�；蛩搅W(xué)校。 通過研究,本文得到以下結(jié)論： 「認(rèn)知」方面來看,融合教育可讓普通學(xué)生培養(yǎng)其自尊心、與聽障學(xué)生家長保持良好的溝通、對于班上聽障學(xué)生之身心特質(zhì)有相當(dāng)程度的了解； 「情感］方面來看,教師會盡量使每一位學(xué)生都有平等參與班級和學(xué)�；顒拥臋C(jī)會、在教學(xué)時會兼顧普通學(xué)生與聽障學(xué)生的學(xué)習(xí)需求、愿意讓自己的非身心障礙子女就讀融合教育班； 「行為傾向］來看,教師在本身的行動方面,致力于讓聽障學(xué)生家長來了解融合教育的理念、使全體學(xué)生從融合教育中獲得實質(zhì)幫助、積極努力參與有關(guān)融合教育的在職進(jìn)修。 根據(jù)上述研究結(jié)果提出研究建議,以供教育主管機(jī)關(guān)、學(xué)校行政人員、澳門融合班教師與未來研究之參考。
[Abstract]:Integrated education is a new idea in the field of international education in the early 1990s. It is the trend of the development of education in the 21st century, and it has also become a hot issue in the educational circles all over the world. The return of students with physical and mental disorders to the mainstream has become the trend of modern special education, and the placement of students with hearing impairment in ordinary classes is also a trend at present. Macao began to promote integrated education in 1991. In the 06 / 07 academic year, it launched integrated education to private schools through the "inclusive Education subsidy Scheme". However, the present teaching environment of integrated education in Macao is mature or not, and the teachers' attitude towards integration education is the key factor to the success of integration education. The purpose of this study was to investigate the attitude of Macao teachers towards inclusive education of hearing impaired students. Sixty teachers in Macao public or private schools were interviewed by interview and observation. Eight of them were interviewed in depth, and among the students they taught were hearing impaired students. This study is based on the following aspects: 1. Personal background: including gender, years of general education service, special education professional background, have taught hearing impaired students, etc. 2. Background: gender of hearing impaired students. 3. Working environment (school): the school that teaches is a public school or a private school. Through the research, this paper draws the following conclusions: In terms of "cognition", integrated education can help ordinary students cultivate their self-esteem, maintain good communication with parents of hearing-impaired students, and have a good understanding of the physical and mental characteristics of hearing-impaired students in class. "in terms of emotion, teachers will try to give every student equal opportunities to participate in class and school activities, taking into account the learning needs of ordinary students and hearing-impaired students when teaching." Willing to allow their children who are not physically or mentally handicapped to attend integrated education classes; "Behavioral propensity] in their own actions, teachers are committed to making parents of hearing-impaired students understand the concept of inclusive education, enabling all students to obtain substantial assistance from inclusive education and actively participating in in-service studies on inclusive education. Based on the above results, the research suggestions are put forward for the reference of education authorities, school administrators, teachers of Macao integrated classes and future research.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：R764

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