在融合教育背景下,学校要保障智力障碍儿童平等接受教育的机会。教师需要对低年级的随班就读智力障碍儿童进行差异化教学。目前随班就读儿童识字教学的困境主要包括班级学情复杂难以把握整体识字目标,识字教学材料的选择缺乏科学性、理...在融合教育背景下,学校要保障智力障碍儿童平等接受教育的机会。教师需要对低年级的随班就读智力障碍儿童进行差异化教学。目前随班就读儿童识字教学的困境主要包括班级学情复杂难以把握整体识字目标,识字教学材料的选择缺乏科学性、理论性,普校教师识字教学手段固化。在通用学习设计理念指导下,融合课堂识字教学应及时作出调整,包括制定弹性化识字教学目标,提供差异化识字教学内容以及呈现方式,丰富识字教学方式。In the context of inclusive education, schools should ensure that children with intellectual disabilities have equitable access to education. It is imperative for educators to implement differentiated instruction for children with intellectual disabilities in lower grades. Currently, challenges in teaching literacy to students in the same classroom primarily stem from the complexity of the learning environment, difficulty in grasping overarching literacy objectives, lack of scientifically and theoretically informed selection of literacy materials, and entrenched traditional literacy teaching methods among general school teachers. Guided by principles of universal design for learning, educators should make timely adjustments to integrated classroom literacy instruction by establishing flexible literacy goals, providing differentiated content and instructional approaches, and diversifying literacy pedagogy.展开更多
文摘在融合教育背景下,学校要保障智力障碍儿童平等接受教育的机会。教师需要对低年级的随班就读智力障碍儿童进行差异化教学。目前随班就读儿童识字教学的困境主要包括班级学情复杂难以把握整体识字目标,识字教学材料的选择缺乏科学性、理论性,普校教师识字教学手段固化。在通用学习设计理念指导下,融合课堂识字教学应及时作出调整,包括制定弹性化识字教学目标,提供差异化识字教学内容以及呈现方式,丰富识字教学方式。In the context of inclusive education, schools should ensure that children with intellectual disabilities have equitable access to education. It is imperative for educators to implement differentiated instruction for children with intellectual disabilities in lower grades. Currently, challenges in teaching literacy to students in the same classroom primarily stem from the complexity of the learning environment, difficulty in grasping overarching literacy objectives, lack of scientifically and theoretically informed selection of literacy materials, and entrenched traditional literacy teaching methods among general school teachers. Guided by principles of universal design for learning, educators should make timely adjustments to integrated classroom literacy instruction by establishing flexible literacy goals, providing differentiated content and instructional approaches, and diversifying literacy pedagogy.
