摘要
我国特殊教育师资培养的政策演进历经了三个阶段的变迁:完全依附普通师范教育的非独立性阶段、与普通师范专业分殊并行的二元分立阶段、走向普特融通的一体化取向阶段。普特融通作为我国教师教育未来变革的方向,既是随班就读工作的现实需要,也是顺应国际发展的共同趋势,又是落实相关法律法规政策的应然举措。面对融合教育未来高位发展的时代之需,我国现有教师教育体系在融合教育师资培养方面仍需在制度供给、目标定位、课程与教学变革、条件保障等方面作出积极应对。
The policy evolution of special education teacher cultivation has gone through three stages of changes: the non-independence stage of fully adhering to ordinary normal education, the binary separation stage parallel with ordinary normal specialty, and the inclusion orientation stage of inclusion in regular teacher education. As the direction of the future reform of teacher education in China, inclusion in regular teacher education is not only the practical need of the work of studying with class, but also the common trend of international development and the necessary measure to implement relevant laws and policies. To meet the demands of high future development of inclusive education, the existing teacher education system in China still needs to make positive response in system supply, target position, curriculum and teaching, condition guarantee and so on.
作者
袁强
YUAN Qiang(College of Education,Changshu Institute of Technology,Changshu Jiangsu 215500)
出处
《现代特殊教育》
2022年第14期49-56,共8页
Modern Special Education
基金
2021年江苏省教育科学规划项目“教师融合教育素养的职前职后一体化培育策略研究”(D/2021/01/141)
2021年江苏省高等教育教改研究项目“普通师范专业融合教育课程与教学体系研究”(2021JSJG652)
常熟理工学院学前研究中心重点项目“融合教育视域下学前教师教育模块课程开发与实践”(rhjy202104z)。
关键词
融合教育
特殊教育
教师教育
inclusive education
special education
teacher education
