幼儿园教师面对语言发展迟缓幼儿之觉知与辅导策略采行之探究.PDF

幼兒園教師面對語言發展遲緩幼兒之覺知 與輔導策略採行之探究 姓名 ：鄭美月 最高學歷 ：目前為國立嘉義大學幼兒教育學系 研究生 服務單位現任職銜 ：目前無 (之前為南投縣平和國小暨附設幼兒園幼兒代理教師三年 102.08.20~105.07.01) 電子郵件帳號 ：dinga1102@.tw 中文摘要 本研究旨在探討幼兒園教師覺知語言發展遲緩之幼兒，在教學上的挑戰及使用的輔導策略。此研究 採用文獻分析法，藉由相關文獻資料的蒐集與歸納分析，可得知教師教學困擾的主因以「專業知能」、 「課程與教學」、「班級經營」及「支援系統」四個面向為最多數，並以此提供相關的教學技巧。最終， 研究結果發現： (1)教師利用有系統的語言矯治模式，有助於幼兒認知語言的重要性。(2)利用說話或動 作激發幼兒溝通的反應，有助於幼兒的口語表達能力。因此，本研究結果，有助於國內幼兒園教師在輔 導這些語言發展遲緩的幼兒時所面臨的挑戰，並以此反映他們的專業知能。 關鍵字 : 幼兒園教師、語言發展遲緩幼兒、輔導策略 Abstract The aim of this study is to explore the challenges faced by kindergarten teachers, in areas of developmental language delay as well as teaching and counseling strategies. Adopting the literature analysis method, along with data collection and the summary of the analysis, we attribute the main cause of the challenges faced by teachers to the following - Professional Knowledge, Curriculum and Teaching, Class Management, and Support System. As the above-mentioned factors are most commonly cited, they can potentially provide us with significant insights with regards to teaching. Finally, the results of the study reveal that: (1) teachers adopt a systematic language correction model, which encourage the importance of children language development skills; (2) the use of speech or action in stimulating childrens communicative responses supports the development of childrens verbal expression ability. Thus, the results of this study will help kindergarten teachers to review and closely analyze the challenges faced by children with weaker language development skills, and also help them reflect on and expand their professional knowledge. Keywords ：The kindergarten teachers, children with language delay, intervention strategy 壹、 前言 在強調多元、平等與個別差異等基本信念下，融合教育已是世界的潮流；融合教育 的理念是希望在融合教育的環境下，讓特殊學生與一般學生有更多互動的機會，以增加 學生學習的機會，也是基於對基本人權的尊重與貫徹教育均等的理念。因此，普通班教 師在其教學生涯中