楊蕙英

• Main Author: 楊蕙英
• Other Authors: 林育瑋
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/02289116008004773388

碩士 === 國立臺灣師範大學 === 家政教育研究所 === 89 === 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.