學前專業師資生融合教育素養之研究——浙江省兩校學前專業為例

The Early Childhood Education Major Students in Inclusive Education Competence - A Preliminary Study for two colleges in Zhejiang Province

本研究採用問卷法，以浙江省兩所師範院校學前教育專業的415名師資生為調查對象，瞭解學前專業師資生的融合教育素養之現況，研究結果呈現：學前師資生的融合教育素養處於中等水準，融合態度顯著優於融合知識與融合技能；在不同背景變項上，研修過特殊教育類課程的師資生，其融合教育素養、融合知識、融合態度和融合技能均顯著優於未研修者；大三學生的融合教育素養、融合態度顯著優於大一、大二和大四學生；接觸或服務過身心障礙者的師資生，其融合知識顯著優於未接觸者；學歷層次、與戶籍為城市還是農村，不存在差異。

 

In order to investigate inclusive education competence of early childhood education major students，415 early childhood education major students from normal universities in Zhejiang Province were investigated by questionnaires. The results show that the inclusive education competence of early childhood education major students is at a medium level, and the inclusive attitude is significantly better than the inclusive knowledge and skills. For the population backgrounds, the inclusive education competence of students who have learned special education courses are significantly better than those who have not learned; The inclusive education competence and inclusive attitude of junior undergraduates are significantly better than those of freshmen, sophomores and seniors; These students who have contacted or served people with special needs are significantly better than those who have not contacted; There is no difference of early childhood education major students’ inclusive education competence whether they are come from urban or rural area, there is also no difference whether they are bachelor degree or not.