随班就读教师对自闭症学生课堂问题行为认知的案例研究

A Case Study of Inclusive Education Teachers' Cognition of Autistic Students' Problem Behavior in Class

本研究采取案例研究中的多案例设计模式,在两所随班就读学校探究了教师对自闭症学生问题行为产生不同认知的现象。通过访谈和课堂观察,本研究提出五个推测性命题,即:对普通教育知识和技能掌握越好的教师,越可能感觉自闭症学生课堂问题行为的干扰小;对自闭症学生学业成就期待越低的教师,越可能相信学生容易出现问题行为;越习惯将问题行为归结为自闭症属性的教师,越可能认为自闭症学生的问题行为无法改变;越善于体验和分析自己情绪的教师,越可能从多角度探寻学生出现问题行为的原因;反思越指向于教学改进的教师,越可能积极接受学生问题行为带来的教学挑战。

Based on the multipleease design, this study explores why teachers in 2 inclusive schools have different cognition of autistic students＇ problem behavior. Based on an analysis of the data from interviews and class observations, the author proposed 5 hypothetical statements： （1） the more knowledge and teaching skills about general education a teacher has gained, the less interventions the teacher feels from autistic students＇ problem behavior in class; （2） the less expectations the teacher has of autistic students＇ academic achievements, the more easily the teacher feels the students have problem behavior; （3） the more the teacher gets used to attributing problem behavior to the features of autism, the more the teacher believes that autistic students can have unchangeable problem behavior; （4） the more the teacher experiences and analyzes his or her emotions when facing the students＇ problem behavior, the more the teacher can explore the cause of students＇ problem behavior from different perspectives; and （5） the more the teacher reflects on his or her teaching from a single perspective by targeting the improvement of teaching, the more actively the teacher accepts the challenges arising from students＇ problem behavior.