我国超常儿童教育已发展四十余年,而超常儿童的教师培训方面相关研究还较少。国际社会一直以来尤为重视超常儿童的教育,特别是教师培训方面也有其明确的政策和文件。然而,我国的超常教育的发展较晚,在超常教育的教师培训方面还不健全,...我国超常儿童教育已发展四十余年,而超常儿童的教师培训方面相关研究还较少。国际社会一直以来尤为重视超常儿童的教育,特别是教师培训方面也有其明确的政策和文件。然而,我国的超常教育的发展较晚,在超常教育的教师培训方面还不健全,要借鉴国外超常儿童的教师培训方面的经验,加强政策支持、课程支持、经济支持和社会环境支持,以此促进我国的超常儿童的健康成长与持续的发展。The education of exceptional children has developed more than 40 years in our country, but the related research on teacher training for exceptional children is still less. The international community has always paid special attention to the education of exceptional children, especially in the area of teacher training, and there are clear policies and documents. However, the development of China’s super education is late, and the teacher training of super education is still not perfect. We should learn from the experience of teacher training of foreign exceptional children, strengthen policy support, curriculum support, economic support and social environment support, in order to promote the healthy growth and sustainable development of our country’s exceptional children.展开更多
文摘我国超常儿童教育已发展四十余年,而超常儿童的教师培训方面相关研究还较少。国际社会一直以来尤为重视超常儿童的教育,特别是教师培训方面也有其明确的政策和文件。然而,我国的超常教育的发展较晚,在超常教育的教师培训方面还不健全,要借鉴国外超常儿童的教师培训方面的经验,加强政策支持、课程支持、经济支持和社会环境支持,以此促进我国的超常儿童的健康成长与持续的发展。The education of exceptional children has developed more than 40 years in our country, but the related research on teacher training for exceptional children is still less. The international community has always paid special attention to the education of exceptional children, especially in the area of teacher training, and there are clear policies and documents. However, the development of China’s super education is late, and the teacher training of super education is still not perfect. We should learn from the experience of teacher training of foreign exceptional children, strengthen policy support, curriculum support, economic support and social environment support, in order to promote the healthy growth and sustainable development of our country’s exceptional children.
