幼儿园教师对学前融合教育外部支持需求的调查研究——以湖北武汉市为例

Research on Kindergarten Teachers’ External Support Requirement for Inclusive Preschool Education: Taking City of Wuhan, Hubei Province as An Example

对湖北省武汉市296位幼儿园教师的问卷调查和访谈发现，幼儿园教师对学前融合教育外部支持的需求较高；三个维度的需求得分从高到低依次为教学支持需求、行政支持需求、评量支持需求；园所性质、园所等级、专业背景、学历不同，教师对学前融合教育的外部支持需求有显著差异。应当支持幼儿园教师提高学前融合教育专业能力，建立完善的学前融合教育评量机制，系统满足幼儿园教师学前融合教育外部支持需求，从而推动学前融合教育进一步发展。

Via questionnaire survey of 296 kindergarten teachers in Wuhan, Hubei, their external support requirement for in- clusive preschool education is very high. The sequence of all dimensions of the external support requirement is ＂teaching sup- port requirement＂, ＂administrative support requirement＂, and ＂assessment support requirement＂. ＂Properties of kindergarten＂, ＂rank of kindergarten＂, ＂professional context＂, and ＂highest degree＂ are significantly related with external support requirement. In order to promote the development of inclusive preschool education, it is important to provide kindergarten teachers systemat- ic and full external support, a system including assessment support, teaching support and administrative support.