随班就读教师对实施融合教育的关注研究

The Research on Regular Teachers' Stages of Concern towards Inclusive Education

融合教育要得以真正的贯彻与实施,需要了解普通教师本人的对于融合教育的感受、信念、态度和观点,即关注。本研究以"关注本位采纳模式"(CBAM)为理论架构,研究随班就读教师对融合教育的关注阶段和关注水平,探讨影响随班就读教师对融合教育实施关注的因素。研究结果表明:(1)随班就读教师处于影响关注阶段,结果、合作和重新聚焦成为当前随班就读教师对融合教育关注的主要方面;(2)随班就读教师的年龄、随班就读教学年限、接受培训的时间和次数以及对融合教育的态度和认知水平是影响他们对融合教育关注水平的重要因素;(3)融合教育的推动者应该降低随班就读教师的信息和个人化等自我关注、进一步提升合作和重新聚焦等影响关注。

The successful implementation of inclusive education need us know regular education teachers＇ sensation, believe, attitude, and view, which also called concerns totally. Within the framework of Con- cerns Based Adoption Model proposed by Hall and Hord , this paper explored regular teachers＇ stages of concern towards Inclusive Education and the factors influencing teachers＇ concerns. The results revealed that （1） The consequence, cooperation and refocusing of concern are the main stages of concern. （2） The variables which include times and frequencies of training, attitudes to inclusive education, perception lev- el of inclusive education significantly influence the teachers＇ stage of concern. （3）The advocate of inclusive education should reduce regular teachers＇ information and personal concern and level their cooperation and refocus concern.