随着社会的发展，新时代的特殊教育提出了融合教育的理念，融合教育是社会文明进步的标志。融合教育教育强调教育公平，让每一个孩子都能接触平等和高质量的教育，融合教育的理念也在欧美等发达国家广为推广，发展融合教育成为现今国际特殊教育的潮流趋势。与此同时，澳门教育暨青年发展局也在2006 年开始落实对教师进行融合教育相关培训，从而提升教师对教授有特殊需求学生的知识和技巧。其中，教师对融合教育的态度是融合教育能否成功的关键，本研究采用问卷调查形式对燠门普校教师的融合教育态度进行分析。结果发现： 澳门普校教师对融合教育总体持肯定态度，在认知、情感、行为倾 向三个维度上，澳门普校教师在行为倾向维度方面得分最高，在情感维度方面相对较低，男性教师在三个维度上的得分显著高于女性教师，男性教师与女性教师在情感维度上较为接近。其次，教师学历高低与教授不同年级的教师在融合教育态度的总分和三个维度的得分不存在显着差异。本研究认为渎门普校教师对融合教育态度呈上述特点的原因在于澳门社会文化背景、支持机制、教育政策、专业培训推广及男女生理差异等因素所致； 本研究基于研究结果认为政府应该进一步完善融合教育评估机制，在政策和法规的支持下，加强融合教育专业化人才培养，以解决目前特殊教育师资不足的问题，同时透过培训提高普校教师的理论和实践水平，从而更好地支持特殊需求学生的发展。

With the development of society; the new era of special education has introduced the concept of integrated education, which is a sign of the progress of social civilisation. The concept of integrated education has been widely promoted in developed countries such as Europe and the United States, and the development of integrated education has become an international trend in special education. At the same time, in 2006, the Education and Youth Development Bureau of Macao started to implement training for teachers on integrated education, in order to enhance their knowledge and skills in teaching students with special needs. In this study, a questionnaire was used to analyse the attitudes of teachers towards integrated education in Macao's general schools. The results showed that teachers in general schools in Macao have positive attitudes towards integrated education in general; on the three dimensions of cognitive, affective and behavioural tendencies, teachers in general schools in Macao scored the highest on the behavioural tendency dimension and relatively lower on the affective dimension. Secondly, there was no significant difference between teachers' educational level and the scores of teachers teaching different grades on the total score and the three dimensions of attitudes towards inclusive education. Based on the results of this study, the government should further improve the evaluation mechanism of integrated education, strengthen the training of professional talents for integrated education with the support of policies and regulations, in order to solve the current problem of insufficient teachers for special education. Based on the findings of this study, it is suggested that the government should further improve the assessment mechanism of integrated education, strengthen the training of professional talents in integrated education with the support of policies and regulations, in order to solve the current problem of insufficient teachers in special education, and improve the theoretical and practical level of teachers in general schools through training, so as to better support the development of special needs students.