残障社会学核心理念及其对职前特殊教育教师课程意识培养的启示

The Core Concept of Sociology of Disability and the Implications for Cultivation of Curriculum Consciousness in Pre-Service Special Education Teachers

残障社会学发展经历了传统的残障社会学、批判的残障社会学、后现代残障社会学的演变。借鉴残障社会学核心理念分析其对特殊教育的影响,有利于增进职前特殊教育教师对课程的理解,有助于职前特殊教育教师培养“遭逢”的课程意识、“跨越”的课程意识、“处境”的课程意识。

The development of the sociology of disability has evolved through traditional sociology of disability,critical sociology of disability,and postmodern sociology of disability.This paper draws on the core concept of sociology of disability to analyze its impact on special education,which is conducive to improving the understanding of pre-service special education teachers on curriculum.The main purpose is to help pre-service special education teachers develop a curriculum consciousness of“encounter”,“straddle”,and“situated”.