美国合作教学模式的背景、要素及框架  

Review on the Backgrounds,Main Factors and Implementing Frameworks of Co-teaching

作　　者：律晓鑫[1] 龙琪[2] 

机构地区：[1]美国哥伦比亚大学教师教育学院 [2]南京晓庄学院教师教育学院

出　　处：《全球教育展望》2015年第9期86-94,共9页Global Education

基　　金：江苏省教育厅高等教育教学改革研究课题"地方本科院校理科课程合作学习教学模式研究"(课题编号:2013JSJG214);南京晓庄学院课题"美国中学教师职前职后培养模式研究"(课题编号:2013NXY27)的研究成果

摘　　要：在特殊教育和全纳教育的历史背景下,相关规定和法律约束力的提升催生了合作教学模式的发展。合作教学要求两位及两位以上教师共享教学空间和资源,其本质要素包括教师们设立共同目标,在相互信任的基础上频繁交流,进行多重角色转换和分担领导角色等。合作教学的实施框架有五种基本模式:主教加助教,平行教学,站台式教学,互补教学和团队教学。后来在此五种基本模式基础上又衍生出多种模式,包括主教加观察,交互式教学,补充教学等。Improvement in the enforcement of related regulations and laws stimulated co-teaching to develop smoothly in the US with the progressing of special education, followed by inclusive education. Co-teaching requires two or more teachers to share the same teaching space and resources and its vital features are shared goals or aims among teachers, extensive communication based on mutual trust, frequent multi-roles exchange, distributed functions of leadership and so forth. Furthermore, one teach-one assist, parallel teaching, station teaching, alternative teaching and team teaching are five basic co-teaching models. Derivative models of co-teaching includes one teach, one observe, interactive teaching and supplemental teaching.

关 键 词：合作教学 特殊教育 全纳教育 

分 类 号：G769.712[文化科学—特殊教育学]