初中随班就读轻度智力落后学生课程学习情况调查研究  

Research on Curriculum Learning Condition of Students with Mild Mental Retardation in Normal Junior Middle School

作　　者：于素红[1] 

机构地区：[1]华东师范大学特殊教育系

出　　处：《南京特教学院学报》2010年第4期6-11,共6页Journal of Nanjing Technical College of Special Education

摘　　要：本研究对315名在普通初中随班就读的轻度智力落后学生的课程学习情况进行了问卷调查。研究发现:(1)初中随班就读轻度智力落后学生学习所有的普通课程,仅有少量的补充课程;(2)在学习与所在年级普通学生同样的语文、数学、英语课程时,初中随班就读轻度智力落后学生的学习有效性差,一些学生只能掌握少量的课程内容,一些学生毫无收获;(3)教师对随班就读轻度智力落后学生的关注不够,个别辅导少,缺少有效的学习评价。文章还对初中随班就读轻度智力落后学生教育的研究提出了建议。Questionnaires covering curriculum and curricular learning Condition of 315 students with mild mental retardation in normal junior middle schools were analyzed.The results of the study indicated that:(1) The special students learned all the general curriculum of their normal classmates.A few special students learned a few augmented curricula.(2)The learning effectiveness of the special students on Chinese,mathematics and English subjects was very low.Some students could master a few contents of the general curriculum,the others could learn nothing.(3)The general teachers paid little attention to special students.There was little one-on-one instruction and a lack of effective assessment on the academic achievements for the special students.The results were discussed in terms of future research on inclusive education programs for students with mild mental retardation in normal junior middle school.

关 键 词：课程学习情况 智力落后 初中 随班就读 

分 类 号：G764[文化科学—特殊教育学]