迈向个别化:培智学校档案袋评定实践的个案研究  

Toward Individualism:A Case Study of the Practice of Portfolio Assessment at Schools for Children with Intellectual Disabilities

作　　者：辛伟豪 曹漱芹[2] XIN Weihao CAO Shuqin(School of Education, East China Normal University, Shanghai, 200062 Hangzhou Teachers College of Preschool Education, Zhejiang Normal University, Hangzhou, 310012)

机构地区：[1]华东师范大学教育学部,上海200062 [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》2016年第12期10-16,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"(项目批准号:12YJC880004);华东师范大学教育学部第二届大学生科研基金项目"培智学校教师个别化教育计划专业伦理调查研究"部分成果

摘　　要：本研究以半结构访谈、实物资料和研究日志等方法,对一所培智学校档案袋评定的实践进行个案研究。结果发现:档案袋评定能满足学生个别化教育需求,展示学生进步情形,提供教师教学依据,但存在内容选择困难、形式单一、费时费力,教师占主导地位、学生参与少等问题。建议未来将档案袋评定与个别化教育计划使用相结合,促进档案袋评定的电子化,同时积极促进学生参与档案袋评定的过程,培养学生的自我决定能力。This study makes a case study of the practice of portfolio assessment at a school for children with intellectual disabihties, based on semi-structure interviews, physical data and research logs. The results show the following： Portfolio assessment could meet the students＇ individualized educational needs, display their progress, and provide the basis for teaching, but there are still problems, such as the difficulty in selecting what is assessed in a student＇s portfolio, the simplex forms, the excessive time consumed, and the teachers＇ leading position in contrast to the students＇ low-degree participation. In conclusion, the study suggests combining the practice of portfolio assessment and the use of individualized educational plan, digitizing the portfolio, and cultivating students＇ ability of self-determination by pushing forward their participation in portfolio assessment.

关 键 词：档案袋评定 培智学校 个别化教育 电子化档案袋 自我决定 

分 类 号：G764[文化科学—特殊教育学]