融合教育中的合作教学:是何、为何及本土化创生

Co-Teaching in Inclusive Education:What,Why and Reflection on Localization

融合教育中的合作教学作为一种直接的特殊教育服务提供选项在全球教育实践中广泛应用,应对了课堂多样性、融合教育低效等挑战,具有提升特殊学生学习效果并减少“污名化”、增加所有学生学习机会、促进教师专业化发展、利于教师相互赋能并缓解职业中的“不确定性和孤立性”等价值。我国正值“全面推进融合教育”的新时期,合作教学实践在本国土壤的发展可能面临机遇(政策、现实等)与挑战(文化、制度壁垒等)交织的双重境遇,“本土化”创生之道需要在把握机遇、大胆尝试的同时保持审慎;需要直面挑战,秉持灵活弹性原则开拓创新本土化实践样态;需要重视先决条件,权衡成本与收益。

As an option of special education service,co-teaching is widely used in the practice of inclusive education.It responds to the challenges of classroom diversity and low efficiency in inclusive education,and has the value of improving the learning outcome of students with special needs,reducing“stigmatization”,increasing learning opportunities for all,promoting teacher professional development,and empowering teachers to fight against“uncertainty and isolation”.China is entering a new period of“comprehensively promoting inclusive education”.The implementation of co-teaching may face opportunities(policies,realities,etc.)and challenges(cultural and institutional barriers,etc.).In terms of“localization”,it needs to grasp the opportunity and make bold attempts while maintaining prudence,face the challenge directly and explore the localization practice while adhering to the principle of flexibility,and pay attention to preconditions and weigh costs and benefits.