社会互动理论视角下学前融合教育策略研究

Research on Integrated Education Strategies for Special Preschool Children from the Perspective of Social Interaction Theory

学前融合教育对实现教育公平、尊重差异,促使特殊儿童更快更好地适应社会生活具有重要价值。基于社会互动理论分析学前融合教育现状,发现存在互动主体间交往受限、互动符号方式单一、互动评价参照观念桎梏等问题。建议从特殊儿童的心理发展需要出发,内外结合,加强互动主体交往;在互动符号方式上,因材施教,丰富互动符号方式;在互动评价参照观念上,知行并举,转变参照群体观念;以期充分发挥学前融合教育的最大化效益。

Pre-school integrated education is of great value in achieving educational equity,respecting differences,and promoting special children to adapt to social life more quickly and better.Based on the analysis of the current situation of preschool integrated education from the perspective of social interaction theory,it is found that there are limitations such as restricted interactivity between subjects,single mode of interaction symbols,and constraints of reference concept of interaction evaluation.Suggestions are made to strengthen interactivity between subjects based on the psychological development needs of special children,diversify interaction symbols according to individual differences,and transform reference group concepts in interaction evaluation by combining theory with practice.With these efforts,the effectiveness of pre-school inclusive education can be fully brought into play.