Preschool Teachers’ Course of Teaching Transformation for Children with Special Needs
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.
|關鍵詞||幼兒園教師、教學轉化、特殊需求幼兒、preschool teachers、teaching transformation、children with special needs|