教育生态学视野下残疾学生课堂融合的重构与优化

Reconstruction and Optimization of Classroom Integration for Disabled Students from the Perspective of Education Ecology

融合教育深入推进使得传统课堂生态产生了较大变化。限制因子大量存在,使得残疾学生最适发展空间受到挤压;生态位重叠,残疾很难获得自身发展的必要资源;教育关怀两级分化,违背残疾学生发展的耐度定律和最适量原则成为了融合课堂生态失衡的突出问题。文章从生态学视角出发,分析了这些典型问题的具体表现,并提出了融合课堂生态重构与优化的具体策略。

The further promotion of integrated education has greatly changed the traditional classroom ecology.The existence of a large number of limiting factors has squeezed the optimal development space for students with disabilities,while the niche overlapping makes it difficult for the disabled to obtain the necessary resources for their own development,and the polarization of educational care,contrary to the law of tolerance and the principle of optimum quantity for the development of disabled students,has become a prominent problem of integrating the ecological imbalance of classroom.This paper analyzes the concrete manifestations of these typical problems and puts forth concrete measures for integrating classroom ecological reconstruction and optimization from the perspective of ecology.