新西兰全纳学校课程框架与教学实践路径探析

Curriculum Framework and Teaching Practice of Inclusive School in New Zealand

随着全纳教育在世界各国的发展,如何开发面向全体的全纳课程并将其付诸实践是各国全纳教育实践面临的挑战。新西兰以国家课程为基础,合作为纽带,有效教学为根本手段,构建了灵活的全纳课程框架。2010年新西兰政府推行的"全体的成功"政策使全纳课程在学校得到了广泛实践。学校从满足有特殊需求学生的需要出发,开发支持特殊学生学习的实践活动项目,建立教职工能力发展支持机制,积极寻求家长和外界的广泛支持,并使用统一的工具进行自检以确保实践效果。目前,新西兰全纳学校在特殊学生学业成就的量化等方面面临挑战。

With the development of inclusive education in the world,how to explore in-clusive curriculum for all and how to put it into practice have become the common challeng-es faced by each and every country. On the basis of the National Curriculum,the flexibleNew Zealand Inclusive Curriculum Framework was constructed with cooperation as a tieand with effective pedagogy as the fundamental approach. The Policy of Success for All pro-moted by New Zealand government in 2010 triggered a widespread practice of inclusive cur-riculum in schools. In order to meet demand of students with special educational needs（SEN）,activities helping students with SEN to learn were developed,supporting systemsfor staff development were established,broad support of parents and other groups were won,and self-inspection was undertaken with unified tools to confirm practice effect. Inclusiveschools in New Zealand are now confronted with many challenges,for example,how to quantify academic achievements of students with SEN.