“双减”政策背景下普校教师对融合教育专业支持的需求情况调查--以某公办小学为例

An Investigation on the Demand of Professional Support for Inclusive Education among Regular School Teachers under the Background of“Double Reduction”Policy:A Case Study in a Public Primary School

本研究旨在调查当前“双减”政策下,普校教师对于融合教育专业支持的需求情况,为高校培养师资提出具体的建议。采用问卷调查法和访谈法对北京市某学区融合教育资源中心学校的51名教师进行调查。结果显示:普校教师在学生突发情绪问题、违反课堂常规行为的情境下对融合教育专业支持的需求程度较高,在家长工作、课堂教学方面对融合教育专业支持的需求程度较高,但普校教师对现有融合教育资源的利用程度不高。建议:在教育发展的新时期,既要进一步加强特殊教育专业师范生融合教育实践能力的培养,也要在普通教师的职前培养和职后培训中设置融合教育相关课程。

The purpose of this study is to investigate the demand of professional support for inclusive education among regular school teachers under the background of“double reduction”policy,and to put forward specific suggestions for the cultivation of teachers in colleges and universities.Questionnaires and interviews had been conducted for the investigation among 51 teachers from the inclusive education resource center of a school district in Beijing.Results show that teachers need more supports in the context of sudden emotional problems or violations of classroom routines of students as well as communication between parents and school teachers.However,teachers from regular schools used fewer inclusive education resources.This study proposes in the new period of education development,we should not only improve the practical ability of inclusive education among normal students majoring in special education,but also set up courses related to inclusive education in the pre-service and post-service training of regular teachers.