普通师范专业融合教育通识课程的构建*——基于实践导向的模式

教育科学 ›› 2020, Vol. 36 ›› Issue (5): 70-77.

普通师范专业融合教育通识课程的构建^*——基于实践导向的模式

冯雅静¹, 王雁²

1.中国教育科学研究院德育与心理特教研究所,北京 100088
2.北京师范大学教育学部,北京 100875

收稿日期:2020-01-06 出版日期:2020-09-15 发布日期:2020-12-16
作者简介:冯雅静(1987- ),女,山西太原人,中国教育科学研究院德育与心理特教研究所助理研究员,博士,主要从事特殊教育师资培养、特殊教育政策研究;|王雁(1962- ),女,辽宁大连人,北京师范大学教育学部教授,博士生导师,主要从事特殊教育师资培养研究。
基金资助:
*国家社会科学基金“十三五”规划2019年度教育学青年课题“融合教育背景下普通教师职前培养的有效变革:内容、影响因素及策略”(CHA190270)

The Construction of Inclusive Education Course in Pre-service Teacher Education Programs:Based on Practice-Oriented Patterns

Feng Yajing¹, Wang Yan²

1.National Institute of Education Sciences of China, Beijing 100088, China
2.Faculty of Education, Beijing Normal University, Beijing 100875, China

Received:2020-01-06 Online:2020-09-15 Published:2020-12-16

摘要/Abstract

摘要：

为每一个残疾儿童提供公平而有质量的教育是我国全面实现教育现代化的重要内容和要求,而普通教师融合教育素养的缺乏严重制约了融合教育环境中残疾学生教育质量的提升。在普通师范专业开设融合教育通识课程,是提升普通教师融合教育素养的重要途径,也是当前师范类专业建设和完善的必然趋势。教育的实践性本质、教师教育理念的实践性转向以及随班就读教师工作本身较强的实践性,决定了融合教育通识课程的构建应当充分基于随班就读实践的需求,以提升普通教育教师的实践能力为最终目标。基于“实践导向”的模式要求,普通师范专业融合教育通识课程的目标应聚焦普通师范生融合教育实践能力的提高,课程内容应契合随班就读实践的现实需求,课程实施应注重情景化的实践体验,课程评价应体现较强的过程性和活动性。

关键词: 普通师范专业, 融合教育, 通识课程, 实践导向

Abstract:

Providing fair and quality education for every child with disabilities is an indispensable component of Chinese comprehensive education modernization, while general education teachers’ lack of knowledge and skills related to special education has severely restricted the improvement of the quality of education for students with disabilities in inclusive education settings. Integrating inclusive education curriculum into general normal education programs is an effective way to improve general education teachers’ inclusive education literacy, and is also an inevitable trend in improving the quality of normal education programs. The practical nature of education, the concept change into practice-orientation of teacher education, and the practicality of teaching children with disabilities in inclusive class determine that the curriculum development should be fully based on the need of inclusive education practices, with the ultimate goal of improving the practical ability of general education teachers. Based on the practice-oriented requirements, the curriculum goal should focus on general normal college students’ ability to work effectively in inclusive education settings, the curriculum content should fit in the practical need of teaching children with disabilities in inclusive class, the curriculum implementation should be based on contextualized practical experience, and the curriculum evaluation should rely on students’ learning process and performance in educational activities.

Key words: general teacher education programs, mainstreaming, general education, practice-oriented

中图分类号:

G760

冯雅静, 王雁. 普通师范专业融合教育通识课程的构建^*——基于实践导向的模式[J]. 教育科学, 2020, 36(5): 70-77.

Feng Yajing, Wang Yan. The Construction of Inclusive Education Course in Pre-service Teacher Education Programs:Based on Practice-Oriented Patterns[J]. Education Science, 2020, 36(5): 70-77.

图/表 1

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