國內研究極少探究有效教學策略在融合教育現場的實務運用狀況與困境，故本研究旨在探討目前融合教育推行下，普通班與資源班教師運用同儕中介教學的現況及相關問題。參與調查者共計358位桃園縣國小融合教育的普通班與資源班教師。本研究結果發現教師確實具有運用同儕中介教學策略的需求；而實務上，多數教師是「有時」運用同儕中介教學策略。其中，普通班教師的需求與頻率皆顯著高於資源班教師。以課程來分析，則多數教師會在語文與數學領域運用同儕中介教學策略。同時，在語文與數學領域教學上，教師傾向使用同儕小老師策略，而在其他領域教學方面，教師傾向使用合作學習策略。而教師在運用同儕中介教學策略時，其符合策略執行的程度為「有時」符合程度，且普通班教師的同儕小老師執行符合程度顯著高於資源班教師。在困難上，教師在運用合作學習時，以「課程進度壓力」填答比例最高，其次為「學生合作技巧不成熟」。在運用同儕小老師時，以「同儕小老師協助教學會不耐煩」為主要問題。在全班性同儕教導上，則以「課程進度壓力」、「學生需定期重新分組，程序繁複」、「課程改編費時」為主要的問題。
The research literature on inclusive education rarely focused on practical situations of effective strategies, including peer-mediated instructions (PMI). Thus, the present study explored teachers’ application of PMI in inclusive education. Specifically, the authors examined whether regular and resource room teachers were different in their practical uses of cooperative learning, peer mentoring, and classwide peer-assisted tutoring models. The participants consisted of 358 elementary school teachers from Taoyuan County. Our study revealed that most teachers expressed the need for PMI, and rated their frequency level of the application as “sometimes use it”. In addition, regular teachers need and use PMI more than resource room teachers, especially in linguistic and math curricula. Also, most teachers tended to use peer mentoring in linguistic and math curricula, while using cooperative learning in other curricula. There was a significant difference between regular and resource room teachers in their performance ratings of their uses of peer mentoring. And teachers’ performance ratings of their uses of PMI conveyed that overall they “sometimes” followed the standard methods when using PMI. Finally, we found that teachers’ major difficulties in utilizing cooperative learning were the pressure of tight schedule of curricula as well as immature social skills of students. As for peer mentoring, the main problem was limited patience of tutors. Most teachers who have ever utilized classwide peer-assisted tutoring models encountered the pressure of tight schedule, complicated grouping procedures, and time consuming plan.
同儕中介教學策略; 融合教育
inclusive education; peer-mediated instruction