美国融合教育教师素养构成及启示  

The Composition of Inclusive Education Teacher Competence in the U.S. and Its Enlightenment on China

作　　者：周丹[1,2] 王雁[1] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]绥化学院教育学院,黑龙江绥化152061

出　　处：《比较教育研究》2017年第3期89-95,100,共8页International and Comparative Education

基　　金：全国教育科学“十二五”规划课题“随班就读教师融合教育素养及提升模式研究”(编号:BHA150086)阶段性成果

摘　　要：美国作为融合教育发展较早的国家之一,非常重视融合教育教师的培养与研究,尤其关注融合教育教师素养的提升。着眼于我国随班就读教师融合教育素养提升的现实需求,本文从融合教育教师素养入手,研究发现美国融合教育教师素养构成的三个基本维度(专业价值、专业知识和专业能力)及其融合性胜任特征,并在此基础上,得出促进我国随班就读教师融合教育素养提升的几点启示。As a country with long research history in inclusive education, the United States places great emphasis on inclusive education teacher development and research, especially improvement of teacher competence. Based on the connotation of teacher competence in inclusive education, this paper looks into the three basic dimensions of composition （professional value, professional knowledge, and professional skill）, and inclusive traits of teacher competence in American inclusive education. In the further, some implications and suggestions for teacher competence in China are given after systematic analysis of the previous part.

关 键 词：美国 融合教育教师 教师素养 随班就读 

分 类 号：G451.6[文化科学—教育学]