普惠发展视域下民族地区特殊教育教师队伍建设的特点与对策

Characteristics and Countermeasures of the Teaching Staff in Ethnic Areas in the Context of China’s Special Education Inclusive Development

民族地区特殊教育教师队伍建设是特殊教育普惠发展的重要支撑和有效力量。文本以教育部2013-2022年《教育统计数据》为基础,选择5个自治区有关特殊教育教师的相关数据内容进行分析。研究发现,民族地区特殊教育教师队伍整体显示出以下特征:一是总量持续增长,但供不应求;二是性别上女性占比较高,与学生性别比例不均衡;三是学历层级本科化,构成新三级学历;四是职称结构不完善,无职称教师数量较多。基于此,新时代特殊教育普惠发展视域下,民族地区特殊教育教师队伍建设应健全教师专业化发展体系,多措并举优化性别结构,落实政策制度以建设高质量教师队伍。

The special education teaching staff in ethnic areas is supporting resources and effective force of China’s special education inclusive development.This study is based on the educational statistics from 2013 to 2022 of the Ministry of Education,and the five ethnic minority autonomous regions,relevant data about special education teachers are selected for analysis.The results show that:the total number special education of teachers has increased,but supply falls short of demand.The gender is manifested as feminization and does not match the gender characteristics of students.The academic level shows as bachelor degree,and constitutes a new three-level educational background structure.The teachers’professional title structure is imperfect,most teachers are without professional titles.In the Context of China’s special education inclusive development,the construction of special education teaching staff in ethnic areas should firstly improve the professional development system of teachers,secondly,take multiple measures to optimize their gender structure,and thirdly,implement policies to build high-quality teaching staff.