融合教育背景下美国普通教师职前培养的变革历程和特征

The Transformation and Characteristics of American Pre-Service Teacher Training in the Context of Inclusive Education

融合教育的深入开展给普通教师的职前培养工作带来了前所未有的挑战,教师教育者需对教师职前培养作出调整和变革以更好地满足融合教育实践的需求。本文通过对融合教育背景下美国普通教师职前培养的变革历程、趋势和特征进行总结和分析,发现美国普通教师培养中融合教育课程的定位经历了从"知识补充"到"技能提升"的转变,始终以融合教育实践需求为根本出发点,且逐渐突破单独设课的方式,尝试将普通教师培养和特殊教师培养从项目层面进行彻底融合,体现出融合教育教师培养的根本要求。基于此,本文结合我国现阶段教师职前培养的基本情况,为我国融合教育教师的培养提供启示和方向。

The in-depth development of inclusive education has brought unprecedented challenges to pre-service training of general education teachers, and teacher educators need to make adjustments and changes accordingly so as to better meet the needs of inclusive education practice. This paper analyzes the process, trend and characteristics of the transformation of general education teachers’ pre-service training in the United States under the background of inclusive education, and finds that the orientation of its inclusive curriculum has undergone a transformation from "supplementing knowledge" to "enhancing skills". The curriculum takes the practical needs of inclusive education as the fundamental starting point, gradually breaks through the approach of setting up separate courses, and tries to make general education teacher training and special education teacher training completely integrated at the project level, which reflects the fundamental requirements of inclusive education teacher training. This paper concludes with the enlightenment and orientation of inclusive teacher education in China in the light of its basic situation of pre-service teacher training.