美国全纳课堂科学课程的教学策略与启示——以纽约州4位教师为案例  

The Instructional Strategies of Science Curriculum in Inclusive Classrooms of America and its Inspiration——Taking the Four Teachers of New York State as a Case

作　　者：姜涛[1] 

机构地区：[1]河南教育学院物理系,河南郑州450014

出　　处：《外国教育研究》2009年第5期38-41,共4页Studies in Foreign Education

摘　　要：美国的全纳教育理念深入人心,在理论研究和实践方面都处于世界前列。2002年,斯科特.罗宾逊以4位纽约州的科学课程教师为研究对象,对全纳课堂科学课程的教学策略进行了深入研究。这些研究成果对我国的全纳教育研究有一定的借鉴意义。The concept of inclusive education of America has gone deep into the hearts of the people,which is in the world front row both in theoretical research and in practice. In 2002, Scott Robinson made a research on the instructional strategies of science curriculum in inclusive classroom ,which took four teachers for science curriculum in New York State as a case. The research result can provide some reference for inclusive education research in China.

关 键 词：美国 全纳教育 全纳课堂 科学课程 教学策略 

分 类 号：G424[文化科学—课程与教学论]