隨著融合教育政策的推行，特殊需求學生被納入普通教室的比例逐年增加。 教師在普特合作中面臨多種挑戰，這些挑戰可能影響教學效果和學生的學習成果。 本研究旨在深入探討教師在普特合作中的挑戰、感受、策略及改進建議，並構建 普特合作CFSI 理論模型。研究採用了量化與質性結合的方法，量化部分使用李克 特量表問卷，質性部分則通過4F 引導反思法進行文字回饋。 研究對象為國民中學普通班教師，共計156 名參與者。質性資料採用紮根理 論的分析方式，量化數據則通過統計分析方法進行檢驗。研究結果顯示，教師在 普特合作中主要面臨專業技能不足、情緒反應強烈、標準不一致、規範破壞、進 度壓力等挑戰。教師採取的策略如冷靜處理、行為管教、情緒管理、有效溝通和 合作等能有效緩解挑戰，提升教學效果和學生學習成效。研究構建的CFSI 理論模 型具有內部一致性和外部有效性，可應用於普特合作的教師社群協作場域中。

With the implementation of inclusive education policies, the proportion of students with special needs integrated into regular classrooms has been increasing annually. Teachers face various challenges in co-teaching, which may affect teaching effectiveness and student learning outcomes. This study aims to explore the challenges, experiences, strategies, and improvement suggestions of teachers in co-teaching, and to construct the CFSI theoretical model for co-teaching. A mixed-method approach was adopted, with quantitative data collected through a Likert scale questionnaire and qualitative data collected through 4F guided reflection. The study participants were 156 junior high school general education teachers from a certain city. Qualitative data were analyzed using grounded theory, while quantitative data were examined using statistical analysis. The results indicate that teachers primarily face challenges such as a lack of professional skills, intense emotional reactions, inconsistent standards, rule violations, and progress pressure in co-teaching. Strategies such as staying calm, behavior management, emotional management, effective communication, and collaboration were found to effectively mitigate these challenges and enhance teaching effectiveness and student learning outcomes. The constructed CFSI theoretical model was found to have internal consistency and external validity, making it applicable in co-teaching collaboration among teacher communities.

融合教育、普特合作、特殊教育、教師合作、教學策略

Inclusive Education、Co-Teaching、Special Education、Teacher Collaboration、 Teaching Strategies