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題名：嘉義縣市幼稚園教師學前融合教育專業知能與態度之研究
書刊名：測驗統計年刊
作者：吳樎椒 引用關係／張宇樑 引用關係／廖又儀
作者(外文)：Wu, Su-chiao／Chang, Yu-liang／Liao, You-yi
出版日期：2008
卷期：16(下)
頁次：頁93-123
主題關鍵詞：學前融合教育；學前融合教育專業知能；學前融合教育態度；幼稚園教師；Preschool inclusive education；Professional knowledge of inclusive education；Attitudes towards preschool inclusive education；Kindergarten teacher
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  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
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摘要 本研究旨在探討嘉義縣市幼稚園教師學前融合教育專業知能與態度的現 況、不同背景下之差異、以及二者間之關聯性及其預測力分析。研究對象為嘉義 縣市266 位公私立幼教師，以自編之學前融合教育專業知能問卷與學前融合教育 態度問卷為主要研究工具，並將資料以統計套裝軟體進行獨立樣本t 考驗、單因 子變異數分析、皮爾遜積差相關、與迴歸等分析。研究發現為： 一、嘉義縣市幼稚園教師具有中等程度之學前融合教育專業知能。 二、嘉義縣市幼稚園教師其在融合教育態度上具有正向反應而且擁有較高之同 意程度。 三、不同學歷、有無特教師資格、及有無特教專業背景之嘉義縣市幼教師其學前 融合教育專業知能有顯著差異。 四、不同學歷、有無收托特殊需求幼兒經驗、有無特教師資格、及有無特教專業 背景之嘉義縣市教師其學前融合教育態度有顯著差異。 五、嘉義縣市幼稚園教師其所擁有之學前融合教育專業知能與學前融合教育態 度有顯著中度正相關。 六、嘉義縣市幼稚園教師之學前融合教育專業知能對其學前融合教育態度具有 預測力。
Abstract The purpose of this study was to investigate the current status of kindergarten teacher’s professional knowledge and attitudes towards preschool inclusive education in Chiayi area, as well as comparing scores/differences of kindergarten teachers associated with different background variables. This study also discussed the relationship between professional knowledge and attitudes towards preschool inclusive education the targeted kindergarten teachers possessed, so as to analyze whether their attitude ratings could predict their professional knowledge ratings or not. A survey method was employed in this study. The Professional Knowledge Questionnaire of Inclusive Education and the Attitude Questionnaire of Inclusive Education were administered with the background information questions for gathering the data. There were totally 266 kindergarten teachers in Chiayi area participated in this study. Statistical methods, such as t-test, one-way ANOVA, Pearson cross-product correlation, and stepwise multiple regression, were applied for data analyses. The research findings were reported as followings: 1. The professional knowledge towards preschool inclusive education these kindergarten teachers owned was at the average level. 2. These kindergarten teachers generally held positive attitudes towards preschool inclusion education, which were at the above average level. 3. There were significant differences in their professional knowledge of preschool inclusive education among their personal background variables, such as educational backgrounds, teacher qualifications of special education, and practical backgrounds related to special education. 4. There were significant differences in their attitude towards preschool inclusive education among their personal background variables, such as educational backgrounds, previous experiences of teaching children with special needs, teacher qualifications of special education, and practical backgrounds related to special education. 5. A significant positive relationship was found between their professional knowledge of and attitudes towards preschool inclusive education. 6. The professional knowledge of preschool inclusion education these teachers possessed could predict their attitudes towards preschool inclusive education.
期刊論文
1.Hall, L. J.、McGregor, J. A.(2000)。A follow-up study of the peer relationships of children with disabilities in an inclusive school。The Journal of Special Education，34(3)，114-126。  new window
2.Varlier, G.、Vuran, S.(2006)。The views of pre-school teachers about integration。Educational Sciences: Theory and Practice，6(2)，578-585。  new window
3.Cook, Bryan G.(2002)。Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program。Teacher Education and Special Education，25(3)，262-277。  new window
4.蔡明富(19980400)。邁向「融合」--談融合教育下教師與家長所面臨之問題及其啟示。教師之友，39(2)，62-69。  延伸查詢new window
5.Avramidis, Elias、Bayliss, Phil、Burden, Robert(2000)。A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority。Educational Psychology，20(2)，191-211。  new window
6.王天苗(2001)。運用教學支援建立融合教育的實施模式：以一公立幼稚園的經驗為例。特殊教育研究學刊，21，27-51。new window  延伸查詢new window
7.曾喜城(1987)。教師應該是專業嗎。師友月刊，241，30-31。  延伸查詢new window
8.張翠娥(19990600)。幼兒園融合教育方案實施探究。樹德科技學報，1(1)，15-33。  延伸查詢new window
9.王天苗(20030900)。學前融合教育實施的問題和對策--以臺北市國小附幼為例。特殊教育研究學刊，25，1-25。new window  延伸查詢new window
10.Butler, F. Coit(1978)。The Concept of Competence: An Operational Definition。Educational Technology，18(1)，7-18。  new window
會議論文
1.張美雲、蘇慧菁、曾慶媛(2004)。中台醫護學院幼保系準畢業生對學前融合教育之態度與專業知能之研究。2004多元托育服務學術研討會。屏東：屏東科技大學。169-183。  延伸查詢new window
研究報告
1.教育部特教工作小組(2005)。94年度特殊教育統計年報。臺北：教育部。  延伸查詢new window
學位論文
1.黃耀慧(2004)。原住民國小學童環境知識、環境態度與環境行為之相關研究(碩士論文)。臺中師範學院。  延伸查詢new window
2.劉文瑤(2006)。公立幼稚園教師對融合教育的態度與實踐調查研究--以台北縣為例(碩士論文)。輔仁大學。  延伸查詢new window
3.林益興(2006)。宜蘭縣國小學童法治知識與態度及其相關因素之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
4.游寶珠(2005)。臺中縣學前教師對園所實施融合教育的態度及相關因素研究(碩士論文)。亞洲大學。  延伸查詢new window
5.劉玉蓮(2003)。社會福利機構中提供早期療育服務之師資知能、需求與問題調查研究(碩士論文)。臺中師範學院。  延伸查詢new window
6.薛婷方(2003)。學前階段特殊教育班師資現況及其相關問題之調查研究(碩士論文)。國立臺東大學。  延伸查詢new window
7.林少雀(2005)。實施融合教育教師態度、教學困擾與教師需求之研究--以台北縣國中小附設幼稚園為例(碩士論文)。中國文化大學，臺北。  延伸查詢new window
8.林春梅(2005)。幼稚園教師對學前融合教育態度之研究(碩士論文)。臺中師範學院。  延伸查詢new window
9.林敬鯉(2001)。台北縣、市托兒所保育人員對收托身心障礙幼兒的態度及保育上的需求研究(碩士論文)。中國文化大學。  延伸查詢new window
10.蘇燕華(2000)。融合教育的理想與挑戰--國小普通班教師的經驗(碩士論文)。國立臺灣師範大學。  延伸查詢new window
11.陳良青(2004)。幼稚園教師實施融合教育態度之研究(碩士論文)。國立彰化師範大學，彰化。  延伸查詢new window
12.簡淑蓮(2004)。學前教師對實施融合教育態度及專業知能需求之研究--以台東縣為例(碩士論文)。國立臺東大學。  延伸查詢new window
13.蘇昭昇(2003)。影響國小普通班級任教師對班上身心障礙學生教育態度因素之研究(碩士論文)。彰化師範大學，彰化縣。  延伸查詢new window
14.鐘梅菁(2000)。學前教師實施融合教育之專業知能與困擾問題研究(博士論文)。彰化師範大學。new window  延伸查詢new window
圖書
1.吳淑美(2004)。融合班的理念與實務。心理。  延伸查詢new window
2.許碧勳(2003)。幼兒融合教育。臺北：五南。  延伸查詢new window
3.Chandler, P. A.(1998)。A place for me: Including children with special needs in early care and education settings。Washington, DC：National Association for the Education of Young Children。  new window
4.Mittler, P.(2000)。Working towards inclusive education: Social contexts。London：David Fulton Publishers。  new window
5.Cook, R. E.、Tessier, A.、Klein, M. D.(1992)。Adaptive early childhood curricula for children in inclusive settings。New York：McMillan。  new window
6.Westwood, P.(2002)。Commonsense methods for children with special needs: Strategies for the regular classroom。London：Routledge。  new window
7.教育部(2004)。特殊教育法。總統華總(一)義字第八六〇〇一一二八二〇號令修正公布。台北市：教育部。  延伸查詢new window
8.張春興(1999)。教育心理學：三化取向的理論與實踐。臺北：東華書局。  延伸查詢new window
9.吳明隆(2006)。SPSS統計應用學習實務：問卷分析與統計應用。臺北：知城數位科技。  延伸查詢new window
單篇論文
1.Mayhew, J.(1994)。Are preservice general educators being adequately prepared for inclusion?(ED 369594)。  new window
2.Adams, P. R.，Quintero, M.，Killoran, J.，Striefel, S.，Frede, E.(1987)。A review and synthesis of teacher competencies necessary for effective mainstreaming(ED290289)。  new window
3.Ellis, E. S.，Rountree, B. S.，Larkin, M. J.(1993)。Practicing master teacher perceptions of inclusion teacher competencies(ED 362491)。  new window
4.Siegel, J.，Jausovec, N.(1994)。Improving teacher attitudes toward students with disabilities(ED374120)。  new window
其他
1.教育部(2003)。幼稚園教師師資職前教育課程教育專業課程科目及學分，http://www.edu.tw/EDU_WEB/EDU_MGT/HIGH-SCHOOL/EDU2890001/main/docs/2-2-2.doc， 2008/05/04。  延伸查詢new window
2.教育部統計處(2006)。各級學校名錄資料，http://www.edu.tw/EDU_WEB/Web/STATISTICS/index.php， 2006/11/20。  延伸查詢new window
3.教育部(1998)。特殊教育法施行細則，http://law.moj.gov.tw/fl.asp， 2006/04/28。  延伸查詢new window
4.U.S. Department of Education(2007)。The Individuals with Disabilities Education Act，http://www.ed.gov/policy， 2006/09/10。  new window
圖書論文
1.林貴美(2001)。談融合教育政策與實際。融合教育學術論文集。台北：國立台北師範學院特殊教育中心。  延伸查詢new window
 
 
 
 
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