普通小学随班就读课程与教学调整现状的调查研究——以重庆市渝中区为例  

A Survey on Curriculum and Teaching Adjustment in Regular Classes of Ordinary Primary Schools——Take Yuzhong District of Chongqing as an Example

作　　者：杨林会 魏寿洪[2] YANG Linhui;WEI Shouhong(School of Education and Science,Chongqing Normal University Chongqing 401331;Chongqing Key Laboratory of Psychological Diagnosis and Education Technology for Children with Special Needs Chongqing 40133)

机构地区：[1]重庆师范大学教育科学学院,重庆401331 [2]重庆市特殊儿童心理诊断与教育技术重点实验室,重庆401331

出　　处：《现代特殊教育》2018年第6期69-75,共7页Modern Special Education

摘　　要：采用自编问卷对重庆市渝中区5所特殊教育改革试点小学的79名随班就读教师进行了课程与教学调整现状的调查。结果显示:课程与教学调整的水平处于中等,教学调整的水平高于课程调整;教龄与课程调整、教学调整无显著差异;融合教育或特殊教育相关经验、特殊学生的障碍类型与课程调整、教学调整存在显著差异。课程与教学调整受多方因素的影响,其中资金、技术和伙伴是随班就读教师迫切需要的支持。鉴于此从地方教育部门、普通学校、随班就读教师和家长四方面提出了相应的建议。The purpose of this study is to investigate the situation about curriculum and teaching adjustment of 79 teachers in five pilot primary schools of special education reform in Yuzhong district of Chongqing by means of self-compiled questionnaire. The results show that the curriculum and teaching adjustment level is in the middle,and teaching adjustment level is higher than curriculum adjustment level. There is no significant difference between teaching age and curriculum adjustment and teaching adjustment. There are significant differences between the inclusive education or special education experience,the type of obstacles of special students and the adjustment of curriculum and teaching. Curriculum and teaching adjustment are influenced by multiple factors,in which technology and partnerships are urgently needed for teachers teaching in regular classes. In view of this,corresponding recommendations are put forward from the aspects of the local education departments,general schools,teachers and parents.

关 键 词：普通小学 随班就读 课程调整 教学调整 

分 类 号：G760[文化科学—特殊教育学]