中小学与特殊教育教师专业标准的比较及启示

Teachers' Professional Standards for Regular Basic Education and Special Education:Comparison and Implications

在融合教育背景下,中小学教师由于缺乏融合教育素养,难以应对这一挑战,导致融合教育效果不佳。本文运用内容分析法,以我国中小学及特殊教育三大教师专业标准为素材,从基本理念和内容两方面分析比较《特殊教育教师专业标准(试行)》与其他两大标准的异同,试图从师资发展角度,从国家政策、职前培养、教师自身等因素考虑来探讨推进融合教育的措施。建议特殊教育教师专业标准应针对教师角色转型补充相应内容;中小学教师专业标准应适当增设融合教育素养要求;利用"双证"制度促进融合教育师资队伍建设;中小学教师培养需适应融合教育趋势和诉求;中小学教师应更新教育观念,重建专业情怀,以提升随班就读质量,促进融合教育发展。

In the context of current inclusive education, basic education teachers, due to lack of inclusive education attainments, find it difficult to dealt with the challenges facing inclusive education, resulting in the poor quality of inclusive education. This article, based on content analysis, as well as the professional standards for both basic education teachers and special education teachers in China, makes a comparative analysis of these pro- fessional standards from the perspectives of basic concepts and contents, and probes into the measures to promote inclusive education in terms of national policy, pre-service education, and professional development. In conclu- sion, the study suggests the following： The professional standards for special education teachers should supple- ment relevant contents according to the transformation of special education teachers＇ roles; the professional stan- dards for basic education teachers should supplement the requirements for inclusive education attainments; the ＂Double Ceaiticates＂ system should be used to promote the development of inclusive education teachers; the cul- tivation of basic education teachers should adapt to the trends and needs of inclusive education; and basic educa- tion teachers should update their educational concepts so as to improve the quality of inclusive education.