全纳教育理念下地方师范院校特殊教育公修课程建设研究——基于小学教师特殊教育知识需求调查

Research on Construction of Public Courses of Special Education in Local Normal Universities under Concept of Inclusive Education—Investigation based on Teachers Knowledge Demand for Special Education

采用自编《小学教师特殊教育知识需求问卷》调查发现:小学教师对特殊教育知识的需求很高,但是缺乏相关知识培训和支持;从特殊儿童类型看,小学教师对学习障碍、注意力缺陷、情绪行为障碍等类型的知识需求程度最高;从特殊教育知识模块来看,小学教师对特殊儿童心理健康知识与安全知识需求度最高。地方师范院校或者相关师范专业在开设特殊教育公修课时,要以全纳教育理念为指导,基于小学教师特殊教育知识需求设计课程,加强学习障碍等类型的知识教学,整合儿童心理健康与特殊教育知识,保障课程教学与职后需求一致,提高公修课程的有效性和应用性。

The survey of self-edited“primary school teachers special education knowledge demand”has been used and the results of the study showed:primary school teachers have a high demand for special education knowledge but lack special education related knowledge training and support;from special children's types,primary school teachers have the highest level of knowledge in learning disability,attention deficit and emotional behavioral disorders,etc.;from special education knowledge modules,primary school teachers have the highest demand for special children's mental health knowledge and safety knowledge.When local normal universities or relevant normal majors offer public special education courses,it should be guided by the inclusive education concept,to design curriculum based on the knowledge needs of primary school teachers in special education,strengthen knowledge of children with learning disability,integrate children's psychology health and special education knowledge,guarantee the content of the course consistent with the teacher's demand,and improve the effectiveness and application of general courses.