北京市学前教育师范生实施融合教育自我效能感的调查研究

Survey on Self-efficacy Towards Inclusive Education for Pre-school Education Majors

采用教师实施融合教育的自我效能感量表和教师开展融合教育的情感、态度及担忧量表对北京市352名学前教育师范生进行调查,结果发现:学前教育师范生实施融合教育的自我效能感总体水平较高,其中通过合作开展融合教育的自我效能感得分最高,行为管理的自我效能感得分最低;师范生的融合教育自我效能感在所读学段以及对法律法规的了解程度等变量上存在显著性差异;师范生对实施融合教育的担忧以及与残障人士相处时的情绪状态是解释其开展融合教育自我效能感的重要变量。

Current study adopted measuring scale TEIP(Technical Experts Introduce Plan)and SACIE-R(The Sentiments,Attitudes,and Concerns about Inclusive Education Revised)to make an investigation of 352 pre-school normal students at three universities in Beijing,so as to master the current situation and attribution of their implementation inclusive education of their self-efficacy.The results show that:the overall level of self-efficacy of the study subjects in the implementation of inclusive education is relatively high,among which the points in self-efficacy through cooperation to implementing inclusive education is the highest,while the points in self-efficacy of behavior management is the lowest;the self-efficacy of the normal students in the implementation of inclusive education is whether they have contacted children with special needs or study period in school and the mastery of legal knowledges and regulations related to special education.There are significant differences in degree and other variables;normal school students'worry about the implementation of inclusive education and their emotional state when they get along with the disabled are important variables to explain their self-efficacy of inclusive education.Based on these final results of the study in the paper is to provide relevant suggestions for the training among talents at all the universities students whose majors are in preschool education among normal universities.