新北市學前教師融合教育專業知能與態度之研究摘 要 本研究旨在探討新北市學前教師融合教育專業知能與態?之研究，研究採用立意抽樣調查研究法，以新北市公立幼稚園現職教師為調查對象，以學前融合教育專業知能問卷與學前融合教育態?問卷為主要研究工具，並將資?以統計套裝軟體進?獨?樣本t考驗或F考驗、單因子變??分析、皮爾遜積差相關與迴歸等分析。研究發現為：（一）新北市公立幼稚園教師具有中等偏高程?之學前融合教育專業知能。（二）新北市公立幼稚園教師其在融合教育態?上具有正向反應而且擁有較高之同意程?。（三）?同班級數與不同學歷背景，在學前融合教育專業知能上部份有顯著差異，而?同任教總?資與有無教導特殊幼兒經驗之新北市公立幼稚園教師在學前融合教育專業知能上並無顯著差?；但有無特教資格與有無特教背景之部分則有顯著差?。（四）?同班級數、?同任教總?資、?同學?背景、有無教導特殊幼兒經驗之新北市公立幼稚園教師在融合教育態?的認同程?上並無顯著差?；但在有無特教資格及有無特教背景等部分則有顯著差?。（五）新北市公立幼稚園教師其所擁有之學前融合教育專業知能與學前融合教育態?有顯著中?正相關。（?）新北市公立幼稚園教師之學前融合教育專業知能對其學前融合教育態?具 有預測?。關鍵詞：學前教師、融合教育、專業知能、態? Kindergarten Teachers’ Professional Knowledgeand Attitudes toward Preschool InclusiveEducation-An Example of the New Taipei CityAbstractThis research aimed to investigate New Taipei City pre-school teachers' professional knowledge and their attitudes toward inclusive education. This research uses the survey method, and the purposive sampling in New Taipei City public kindergarten teachers . Both Questionnaire of Professional Knowledge of Integration Education and Questionnaire of Attitudes toward Inclusive Education were used as research tools. The data gathered by the questionnaires were analyzed with statistical software packages, conducting independent sample t-test, F test, single factor analysis of variance, Pearson correlation, and regression analysis.Findings are:(1) New Taipei City public kindergarten teachers get their professional knowledge of pre-school inclusive education to degrees of medium or high.(2) New Taipei City public kindergarten teachers tend to have more positive reactions and have higher consent on their attitudes toward pre-school inclusive education.(3) Sizes of kindergartens and teachers with various academic backgrounds show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education, but no significant differences are shown in teachers’ total teaching years or teaching experiences of special children. However, teachers with or without special education certificates show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school integration education, and so are teachers with or without special education backgrounds.(4) New Taipei City public kindergarten teachers show no significant differences in their attitudes toward pre-school inclusive education in the following respects -- the numbers of classes in the kindergartens, teachers’ total teaching years, teachers’ academic backgrounds or their teaching experiences of special children. However, teachers with or without special education backgrounds do show their significant differences in their their attitudes toward pre-school inclusive education.(5) There is a moderate positive corelation between the professional knowledge New Taipei City public kindergarten teachers get of pre-school inclusive education and their attitudes toward it.(6) There is an expectancy of New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education for their attitudes toward it.Keywords: pre-school teachers, inclusive education, professional knowledge, attitudes
