美国融合教育背景下特殊教育教师职前培养的理念与制度设计——以加州大学圣巴巴拉分校为例  

The Ideas and Modes of Special Education Teachers' Pre-service Education in the Background of Inclusive Education in the U.S.——A Case Study of the University of California,Santa Barbara

作　　者：傅王倩[1,2] 王勉 肖非[1] 

机构地区：[1]北京师范大学教育学部特殊教育研究所,北京100875 [2]美国加州大学圣巴巴拉分校教育学院,加州93106

出　　处：《中国特殊教育》2018年第2期52-58,共7页Chinese Journal of Special Education

基　　金：教育部"国家建设高水平大学公派研究生项目"资助项目(留金发[2016]3100号)的成果之一

摘　　要：融合教育自20世纪70年代以来逐渐成为全球特殊教育领域讨论最热烈的议题之一,许多国家包括我国都将其作为残障儿童教育的主体形式。融合教育的实施促使人们不断反思和改革特殊教育教师培养的理念和模式,以培养高质量的特殊教育教师。本文在回顾美国融合教育背景下特殊教育教师职前培养理念转变的基础上,以加州大学圣巴巴拉分校为例,分析教师培养模式的课程设置与实习安排,并对其特征进行探讨,发现美国融合教育背景下的特殊教育教师培养体系将博雅教育与专业教育结合;在课程设置上平衡了教育学基础、特殊教育与学科教育三大模块;以建立专业共同体的方式帮助教师实况理论与实践的结合。Since the 1970s, inclusive education has gradually become one of the hottest topics in special edu- cation, and many countries, including China, have viewed it as a major form of education for disabled children. The implementation of inclusive education urges people to reflect and reform the ideas and modes of special edu- cation teachers＇ pre-service education so as to cultivate high-quality special education teachers. This study, based on a review of the ideas of special education teachers＇ pre-service education in the background of inclusive education in the U. S., takes University of California, Santa Barbara as an example, and analyzes the mode of curriculum and the teaching practice for special education teachers＇ pre-service education. The authors conclude the following： In the U. S., the system of special education teachers＇ pre-service education integrates liberal ed- ucation and professional education; the curriculum balances basic education, special education, and discipline education; and the professional community needs to be built to promote the combination of special education teacher candidates＇ theories and practice.

关 键 词：美国 融合教育 特殊教育教师 培养理念 培养模式 

分 类 号：G769[文化科学—特殊教育学]