幼兒園教師教學轉化以適應特殊需求幼兒之歷程

Preschool Teachers' Course of Teaching Transformation for Children with Special Needs

柯雅齡(Ya-Lin Ko)

幼兒園教師 ； 教學轉化 ； 特殊需求幼兒 ； preschool teachers ； teaching transformation ； children with special needs

幼兒教育年刊

28期（2017 / 10 / 01）

39 - 59

繁體中文

本研究旨在探討幼兒園教師轉化《幼兒園教保活動課程大綱》以適應特殊需求幼兒之歷程，採取個案研究法，選取一個班級兩位幼兒園教師為研究參與者，透過訪談、觀察及文件分析進行資料蒐集。研究發現（1）準備、表徵、選擇及調整是一動態歷程，調整是必要的元素；了解特殊需求幼兒的學習特性，助於發展教學步驟及技巧；教師營造和諧的班級氣氛；強調個別差異；教師的覺察與反思能力；（2）教學轉化所遇到的困難為：對於新課綱仍不熟悉；教學經驗及教學知識內容不足；較難落實特殊需求幼兒之個別化學習及評量；工作負擔重、書面資料多；缺乏外在資源、特教專業知能及支持不足。因應方式為：同儕教師的經驗傳承、參與園內教師會議、相關研習課程、教授及專業人員入園指導、兩位教師的協同及默契、及一份對工作的使命感。

The study aimed at discussing preschool teachers' course of transforming Curriculum Outlines for Preschool Care-taking Activities (hereinafter referred to as the New Curriculum Outlines) for children with special needs. With case study method, the author selected two preschool teachers from each class to serve as research participants and then collected data in virtue of interviews, observation and file analysis. According to the study, it was found that (1) the course of preparation, representation, selection, adaptation and tailoring is dynamic, with adaptation and tailoring acting as a necessary element; to understand the learning properties of children with special needs who will facilitate the development of teaching procedures and skills; teachers shall create harmonious atmosphere in classroom; shall respect children's individual difference; teachers' perception and reflective ability; (2) teaching transformation would encounter problems such as unfamiliar with the New Curriculum Outlines; insufficient teaching experience and pedagogical content knowledge, individual learning and assessment difficulty for the students' apparent lack of knowledge, heavy workload and many written data, short of external resources, professional knowledge and skills for special education, and insufficient support. The solutions listed as below: experience inheritance of peers, participation of domestic teacher's meetings and relevant seminars, local guidance of professors and professionals, cooperation and tacit understanding between two teachers, and the sense of mission toward the work.

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