国外关于教师期望与特殊儿童发展的研究综述

Literature Review of Teacher's Expectations and the Development of Children with Special Needs in Foreign Countries

教师期望与特殊儿童发展的相关研究始于1968年并持续至今。教师期望与特殊儿童发展之间存在密切联系已成为共识。通过梳理国外已有关于教师对特殊儿童的期望及其影响因素的研究发现:尽管教师对不同类型的特殊儿童持不同期望,但期望值普遍偏低,对影响教师期望的因素探讨尚不丰富。为此,后续的研究领域为:深入探讨教师期望、教学行为与特殊儿童发展的关系,进一步探讨影响教师对特殊儿童期望的因素,尝试探索帮助教师构建对特殊儿童的合理期望的有效策略,开拓本土的研究。

Researches about teacher＇s expectation and the development of children with special needs started in 1968 and continue today. It is universally accepted that there is a dose relationship between teacher＇ s expectation and the development of children with special needs. By exploring the existing literatures about the teacher＇s expectation of children with special needs and its effect faetors, this research points out that teachers should hold different expectations towards children with different special needs. Anyhow, the majority of teachers still hold low expectation towards those children. Moreover, the research about the effect factors has been limited and superficial. Therefore, based on the previous studies,the current study suggests that some further research is worth exploring, including： in- depth study of the relationship between teacher＇s expectations, teacher＇s behavior and the development of children with special needs; a profound exploration of the effect factors of teacher＇s expectations towards children with special needs;attempted exploration of some strategies which would help teaehers form the appropriate expectations for children with special needs; finally the opening up of the domestic research.