一名支教教师融合教育实践的自我叙事研究

A Self-Narrative Study on the Inclusive Education Practice of A Volunteer Teacher

我国融合教育的发展对随班就读教师提出了更高的素养要求。一名在随班就读班级支教的教师,以研究者个人作为研究对象,审视研究者与融合教育从“偶遇”到线下和线上“较量”再到“和解”的过程,剖析研究者的个人体悟,探讨教师融合教育实践素养形成的过程及影响因素,总结出发展教师融合教育实践素养需要培养融合教育意识,提升诊断评估能力、建立融合教育团队,增强沟通合作能力、创设融合教育环境,发展反思调节能力的启示。

The development of inclusive education in China has put forward higher requirements for the regular teachers in inclusive classes.A volunteer teacher who teaches an inclusive class takes the individual researcher as the research object,examines the process from“encounter”to offline and online“competition”to“reconciliation”between the researcher and inclusive education,analyzes researchers’personal understanding,and explores the process and influencing factors of the formation of teachers’practical literacy in inclusive education.It is concluded that to develop teachers’practical quality of inclusive education,it needs to cultivate the awareness of inclusive education,improve the ability of diagnosis and evaluation,establish inclusive education team,enhance the ability of communication and cooperation,create an environment for inclusive education,and develop the ability of reflection and regulation.