| Summary: | 碩士 === 銘傳大學 === 教育研究所 === 107 === The present study aimed to explore teacher-student interaction in inclusive classrooms. Additionally, teachers’ skills and strategies of class management, and patterns of teacher-student and peer interaction in inclusive class were researched. The present study utilized a variety of data collection methods, including class observation, semi-structured interview. The participants in qualitative method included a teacher, students with learning disabilities and average students in an inclusive class (N = 24) in an elementary school in New Taipei City. The participants in quantitative method were fourth to sixth-grade students with learning disabilities (N = 14), homeroom teachers (N = 43) and average students (N = 347) in two elementary schools in New Taipei City. Descriptive statistics, t-Test, Pearson product-moment and One-way ANOVA correlation coefficient were used to analyze data. The qualitative results showed that the teacher utilized a multi-curricular curriculum design combining with life common senses and development of good habits before class, and gave students positive reinforcement to achieve teaching effectiveness. Teachers interacted with the students with learning disabilities in a friendly atmosphere and gave encouragement to the students during instruction. The students with learning disabilities felt the teacher’s concern, interacted frequently with their peers through teachers’s guidance, and felt the warmth of peers. The quantitative results showed that students with learning disabilities agreed with teachers’ classroom management most, comparing with teachers and average students. The opinions of different genders of average students were significantly different in teachers’ strategies of classroom managements, teaching, behavior and social psychology. Teachers’ education levels had significant differences in teachers’ strategies of classroom managements, teacher-student interaction, teaching, behavior and social psychology. Teachers, average students, and students with learning disabilities perceived teacher-student interaction in medium-high level. Additionally, the teachers’ strategies of classroom management and other domains were significantly correlated. Based on the results of the present study, suggestions for schools, teachers and future research are proposed.
|
|---|
