幼师生融合教育素养现状及与融合教育效能感关系的调查研究

Research on Preschool Education Students'Current Inclusive Education Capacities and Its Relation with Their Self-Efficacy for Inclusive Practice

采用教师融合教育素养调查量表和教师融合教育效能感调查量表对川、陕、冀、皖地区672名幼师生进行调查,结果发现幼师生融合教育素养处于中等水平,并受性别、年级、家庭来源、特殊教育课程学习与实践参与等变量影响;幼师生融合教育素养和融合教育效能感呈显著正相关,并对其有显著的预测作用。因此,基于学前融合教育发展迫切需要,高等院校学前师范教育应从培养目标、培养模式、课程教学等方面探索与改革幼师生职前培养体系,促进其融合教育素养和融合教育效能感的发展。

This study,by testing 672 Preschool Education Students from Sichuan,Shaanxi,Hebei,Anhui provinces with the Inclusive Education Capacities Scale and the Self-efficacy for Inclusive Practice Scale,aims to explore preschool education students’current inclusive education capacities and its relation with their self-efficacy for inclusion practice.The results show the following:the preschool education students showed a medium level of inclusive education capacities,and their inclusive education capacities were affected by their gender,grade,family source,learning and practice experience in special education;the students’inclusive education capacities was positively correlated with their self-efficacy for inclusion practice,and it helped predict their self-efficacy for inclusive practice.In conclusion,based on the urgent need for the development of pre-school inclusive education,the study suggests higher preschool teacher education should spare no efforts to reform preservice training system from training target,cultivation mode and curriculum aspects,to strengthen preschool education students’inclusive education capacities and self-efficacy for inclusion practice.