国外学前融合教育质量:界定、评价和启示  

The Quality of Inclusive Preschool Education:Definition,Evaluation and Implications

作　　者：张国栋 曹漱芹[2] 朱宗顺[2] 

机构地区：[1]浙江省残疾人康复指导中心,杭州310004 [2]浙江师范大学杭州幼儿师范学院,杭州310012

出　　处：《中国特殊教育》2015年第4期3-8,23,共7页Chinese Journal of Special Education

基　　金：教育部人文社会科学青年基金项目"自闭症儿童孤岛能力的心理机制和教育应用研究"(项目编号:12YJC880004);浙江省自然科学基金一般项目"孤独症群体孤岛能力的特征及形成机制研究"(项目编号:Y13C090017)的研究成果之一

摘　　要：学前融合教育质量由两个维度共同决定:学前教育质量和个别化的实践和支持,其中个别化的实践和支持是学前融合教育质量的核心。文章系统回顾了国外学前融合教育质量的内涵、成功实施学前融合教育的要素以及学前融合教育质量评价标准和评价工具等方面,以期引起国内对学前融合教育的重视,同时为国内学前融合教育的发展和质量评价提供一定的参考和建议。The quality of inclusive preschool education is detemained by the quality of preschool education, as well as individualized instruction and support, which plays a key role in maintaining the quality of inclusive preschool education. This paper, based on a systematic review of the connotations of the quality of inclusive pre- school education, the elements for successful practice of inclusive preschool education, and relevant assessment tools, explores the realistic approach to improving the quality of inclusive preschool education in China, so as to provide reference for the development and evaluation of China＇ s inclusive preschool education.

关 键 词：学前教育质量 学前融合教育质量 质量评价 

分 类 号：G760[文化科学—特殊教育学]