美国教师职前全纳教育能力的培养与启示  

The Cultivation for Inclusive Education Ability of Initial Teachers in America and its Inspiration

作　　者：范秀辉[1] 申仁洪[1] 

机构地区：[1]重庆师范大学教育科学学院,重庆400047

出　　处：《外国教育研究》2011年第6期61-65,共5页Studies in Foreign Education

基　　金：全国教育科学规划项目<随班就读效能化的理论与实践研究>(课题编号:EHA060210);重庆市教学改革研究重大项目<残疾人大学生随班就读的研究与实践>(课题编号:09-01-006)

摘　　要：全纳教育的发展必须依靠高素质的教师队伍作保障。应全纳教育之需,美国对教师教育体系的各个层面进行了相应调整,形成了较完善的职前全纳教师培养体系。美国职前教师教育从培养目标、培养方式、课程及专业设置、全纳教育实践等方面进行了调整和改变,以提升未来教师的全纳教育能力,确保教师能更好地满足所有儿童的教育需求。The development of inclusive education depends on high qualified teachers.To respond to the need of inclusive education,America has adjusted correspondingly in all aspects of teacher education system,and has formed a comparative perfect inclusive teacher education system. American pre-service teacher education has made adjustments on the target of teacher education,the form of cultivation,the design of curriculums and majors and inclusive education practice,so that future teachers can improve their abilities in inclusive education,and make sure that they can satisfy all children′educational needs better.

关 键 词：美国 教师教育 全纳教育 职前培养 

分 类 号：G420[文化科学—课程与教学论]