小学融合教育教师教学信念调查研究

An Investigation into Primary Inclusive Teachers’Beliefs about Teaching Students with Disabilities

小学融合教育教师教学信念不仅影响教师融合教育教学实践,而且关系教师融合教育培训的成效。本研究采用自编问卷调查了887名小学融合教育教师。结果发现,小学融合教育教师教学信念总体呈中等偏上水平,教学实践信念表现最佳,教师自我信念亟待提升;信念水平在个人先备因素(年龄)、教师养成因素(教龄、职称和融合教育培训)、情境因素(学校同事和领导是否支持融合教育)和实践因素(年级、班额、学科、班上残疾学生障碍类型和人数)上存在显著差异。建议教育部门应压实普通学校融合教育工作责任,明晰小学融合教育的角色与定位;高等师范院校应构建职前职后教育一体化机制,培育小学融合教育教师积极的教学信念;普通学校应完善融合教育支持保障体系,促进小学融合教育教师教学信念良性发展。

Beliefs about teaching students with disabilities of primary inclusive teachers impact their inclusive teaching practices and teacher training outcomes.This study used a self-designed questionnaire to investigate 887 primary inclusive teachers.The results showed that primary inclusive teachers’beliefs are at an upper-middle level.The dimension of beliefs about teaching practices is relatively high,but beliefs about themselves are relatively low.The belief levels have significant differences in personal factors(i.e.,age),teacher development factors(i.e.,teaching experience,professional title,and inclusion training received),situational factors(i.e.,inclusion support from school colleagues and leaders)and practical factors(i.e.,grade,class size,subject areas and type and number of students with disabilities in their class).To promote primary inclusive teachers’beliefs about teaching students with disabilities,educational administrations must clarify the responsibilities of inclusive schools and the role of inclusive teachers,teacher colleges should establish the integrated mechanism for pre-service and in-service teacher education,and regular schools need to complete the support and security system for inclusive education.