大力发展学前融合教育已成为国际早期教育实践的重要潮流与趋势。近年来，我国也颁布出台了多项政策来支持学前融合教育的发展，如 2022 年的 《“十四五”特殊教育发展ᨀ升行动计划》等。在学前融合教育的实践过程中， 幼儿教师是保障其质量的关键性因素。当前我国学前融合教育还处于起步阶段， 幼儿教师大多没有相关的专业背景与实操经验，加之社会观念等的阻碍，使得 他们在学前融合教育实践中面临着诸多挑战。众多研究表明，教师的融合教育 效能感是影响其融合教育实践质量的核心因素，它可直接塑造教师的教学行为， 并进而影响对特殊幼儿的教育与干预效果。

       鉴于幼儿园教师融合教育效能感对其自身专业成长的重要性及对特殊需要幼儿发展的促进作用，本研究聚焦于幼儿教师这一群体，通过量化问卷调查与 质性访谈相结合的方法，对幼儿教师融合教育效能感的基本特点、关键影响因 素与发展需求进行深入探讨，并根据研究结果ᨀ出了若干实践建议，为相关的 政策制定、师资培训及教育干预ᨀ供实证参考。

      量化问卷调查：采用方便取样的抽样方法对 422 位幼儿园教师进行网络问卷调查。除᧿述幼儿教师融合效能感的基本特点及探讨若干背景性变量对幼儿 教师融合效能感的影响外，还特别探索了教师融合态度、园所融合氛围和社会 支持三者的对幼儿教师融合效能感及其子维度的相对影响力。结果发现： （1）高融合教育效能感的幼儿教师占比较少，仅 8.2%；融合教育效能感各维 度发展不均衡，具体表现为开展合作效能感显著高于融合教学效能感和行为管 理效能感。（2）不同教龄、年龄、职称和学历背景的教师在融合教育效能感水 平上有显著差异。（3）相对于融合态度和园所融合氛围，社会支持对幼儿园教 师融合教育效能感的影响最大；在融合教育效能感的子维度上，社会支持对教 学效能感和开展合作效能感的影响最大，融合态度对行为管理效能感影响最大。

       质性访谈研究：在量化问卷调查研究的基础上，进一步对 11 位幼儿园教师 进行了一对一的线上半结构化访谈，深入了解了高/低融合教育效能感幼儿教师 的特点、关键影响因素和发展需求等方面的内容。其目的在于与问卷调查结果 相互映证，彼此补充，并进一步深᧿。结果发现：（1）不同融合教育效能感的幼儿园教师在实际工作过程中的特点展现可归纳为认知、情绪和行为三个方面。在高与低融合教育效能感的幼儿园教师之间，核心差别表现为其在特殊需要幼儿干预实践中的效能差异。（2）幼儿教师认为影响幼儿园教师融合教育效能感最为关键的因素为教师融合教育素养的水平和家园合作的程度。（3）幼儿教师的发展需求可归纳为社会支持和专业培训两方面。对于社会支持，最为迫切的需要是专业的人力配置支持（如，专业对口的特殊教育教师）；对于专业培训，在内容上需要关于特殊需要幼儿教育与干预方法的培训，在形式上需要以案例分析与现场实践为载体的培训。

       综上，本研究通过量化问卷调查和质性访谈相结合的方式，深入分析了幼儿园教师融合教育效能感的基本特点、关键影响因素及发展需求，并基于对问卷及访谈数据的综合性分析，得出了具有针对性的政策制定与教育实践建议：幼教管理部门及一线教育机构亟需重视社会支持的作用，特别是专业性的人力支持（如培养专业对口的幼儿特殊教育教师）；应着力完善幼儿园教师融合教育专业素养培训机制，增强培训的专业性和实操性；重视家园共育工作，尤其需要注意促进特殊幼儿及一般幼儿家长观念的转变。

Vigorously developing preschool inclusive education has become an important trend in international early education practice. In recent years, China has also issued a number of policies to support the development of preschool inclusive education, such as the "14th Five-Year Plan" Special Education Development and Improvement Action Plan in 2022. In the practice of integrated preschool education, preschool teachers are the key factor to ensure its quality. At present, integrated preschool education in China is still in its infancy, and most preschool teachers do not have relevant professional background and practical experience. In addition, due to the obstacles of social concepts, they face many challenges in the practice of integrated preschool education. Many studies have shown that teachers' inclusive education efficacy is the core factor affecting the quality of their inclusive education practice, which can directly shape teachers' teaching behavior, and then affect the education and intervention effect of special children.

In view of the importance of inclusive educational efficacy of kindergarten teachers for their own professional growth and the promotion of the development of children with special needs, this study focused on preschool teachers. Through the method of quantitative questionnaire survey and qualitative interview, the basic characteristics, key influencing factors and development needs of inclusive educational efficacy of preschool teachers were deeply discussed. Based on the results of the study, some practical recommendations were put forward to provide empirical reference for relevant policy making, teacher training and educational intervention.

Quantitative questionnaire survey: The convenience sampling method was used to conduct an online questionnaire survey on 422 kindergarten teachers. In addition to describing the basic characteristics of the integrated efficacy of preschool teachers and exploring the influence of some background variables on the integrated efficacy of preschool teachers, this paper also explores the relative influence of teachers' integration attitude, integration atmosphere in kindergarten and social support on the integrated efficacy of preschool teachers and its sub-dimensions. The results showed that: (1) only 8.2% preschool teachers had high inclusive educational efficacy; The development of inclusive education efficacy in each dimension is not balanced, specifically, the cooperative efficacy is significantly higher than the integrated teaching efficacy and behavior management efficacy. (2) There were significant differences in the level of inclusive education self-efficacy among teachers with different teaching years, ages, professional titles and educational backgrounds. (3) Compared with integration attitude and integration atmosphere, social support had the greatest impact on the self-efficacy of inclusive education of kindergarten teachers; In the sub-dimensions of inclusive educational efficacy, social support had the greatest impact on teaching efficacy and carrying out cooperation efficacy, and integrated attitude had the greatest impact on behavior management efficacy.

Qualitative interview research: On the basis of quantitative questionnaire research, we further conducted one-on-one online semi-structured interviews with 11 kindergarten teachers to deeply understand the characteristics, key influencing factors and development needs of preschool teachers with high/low inclusive educational efficacy. The purpose is to reflect and complement each other with the results of the questionnaire survey, and further describe. The results showed that: (1) the characteristics of kindergarten teachers with different inclusive educational self efficacy in the actual work process can be summarized into three aspects: cognition, emotion and behavior. The core difference between kindergarten teachers with high and low inclusive educational efficacy is the difference in their effectiveness in the intervention practice of children with special needs. (2) Preschool teachers think that the most critical factors affecting the inclusive education efficacy of kindergarten teachers are the level of teachers' inclusive education literacy and the degree of home cooperation. (3) The development needs of preschool teachers can be summarized into two aspects: social support and professional training. For social support, the most urgent need is professional manpower allocation support (such as professional counterpart special education teachers); For professional training, it is necessary to train children with special needs on education and intervention methods in content, and to train with case analysis and field practice as the carrier in form.

In summary, through the combination of quantitative questionnaire survey and qualitative interview, this study deeply analyzed the basic characteristics, key influencing factors and development needs of inclusive education efficacy of kindergarten teachers. Based on the comprehensive analysis of questionnaire and interview data, targeted policy formulation and educational practice recommendations are obtained, such as: Early childhood education management departments and front line educational institutions need to pay attention to the role of social support, especially professional human support (such as training professional counterparts for early childhood special education teachers); Efforts should be made to improve the professional quality training mechanism of inclusive education for kindergarten teachers, and enhance the professionalism and practicality of training; We should pay attention to the work of home co-education, especially to promote the change of concept of parents of special children and ordinary children.