随班就读班级数学教师特教知识与技能掌握情况调查研究  

Investigation Research on Mathematics Teachers’ Mastery of Knowledge and Skills in Learning in Regular Classes

作　　者：徐梅娟[1] 

机构地区：[1]南京特殊教育职业技术学院

出　　处：《南京特教学院学报》2011年第4期9-13,共5页Journal of Nanjing Technical College of Special Education

基　　金：江苏省高校哲学社会科学基金资助项目“特殊儿童随班就读师资培养模式研究”的研究成果之一。(项目编号为09SJB880044)

摘　　要：通过问卷、听课、访谈调查,了解普通学校随班就读数学教师特殊教育知识与技能掌握情况。结果表明,普通学校随班就读数学教师特殊教育知识与技能掌握整体水平不高,特教知能结构欠合理,无论是深度还是广度都存在明显的缺失。建议建立保障激励机制,加大教师职前培养与职后培训的力度,鼓励教师参与的数学教育研究,促进随班就读数学教师的专业发展。This study was made through questionnaires,lesson observation and interviews to investigate the mathematics teachers’ mastery of knowledge and skills in learning in regular classes at ordinary school.The result indicates that the mathematics teachers at ordinary school cannot integrally master the knowledge and skills in learning in regular class;teachers’ knowledge and skills structure on special education is irrational,whether the depth or the breadth,are obviously lacking.This study recommends us to establish an incentive and guaranteeing mechanism,intensify teachers’ pre-service and in-service training,encourage teachers in mathematics education research,and promote mathematics teachers’ professional development in learning in regular classes.

关 键 词：随班就读 数学教师 特殊教育 知能结构 

分 类 号：G760[文化科学—特殊教育学]