我国普通教师融合教育素养职前培养的思考及建议  

Thoughts and Suggestions on the Cultivation of Pre-Service Teachers' Inclusive Education Accomplishments in China

作　　者：王雁[1] 范文静[1] 冯雅静[2] WANG Yan;FAN Wen-jing;Feng Ya-jing(Faculty of Education,Beijing Normal University,Beijing 100875,China;Department of Moral Education,Psychology and Special Education,National Institute of Education Sciences,Beijing 100088,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]中国教育科学研究院德育与心理特教研究所,北京100088

出　　处：《教育学报》2018年第6期81-87,共7页Journal of Educational Studies

基　　金：国家社会科学基金"十二五"规划2015年度教育学一般项目"随班就读教师融合教育素养及提升模式研究"(项目编号:BHA150086)的阶段性成果

摘　　要：随着融合教育的不断演进,对普通教师应具备融合教育素养提出了必然要求,这就需要整个教师教育体系的变革予以"回应",即为融合教育培养教师。通过分析普通教师融合教育素养培养的重要性、现状及美国培养经验,探究如何进行普通教师融合教育素养的职前培养,并形成如下建议:在教育领域的有关法律和文件中,明确提出培养普通教师融合教育素养的要求;将融合教育课程纳入教师教育课程标准中,加大从业要求中融合教育素养的力度;定融合教育课程"必修"之性质,拓展课程内容的宽度;课程实施突出实践导向,倡导基于实践的学习。The continuous evolution of inclusive education has brought necessary requirements for the quality of regular school teachers.This requires a response from the whole teacher education system;that is,the system should cultivate teachers for inclusive education.This paper analyzed the importance and current situation of teacher education in terms of preparing teachers for inclusive education,and the experiences of the United States.It also explored how to prepare teachers for inclusive education.Suggestions are as follows:requirements related to preparing regular school teachers for inclusive education should be clearly added into relevant laws and regulations;inclusive education curriculum should be included in teacher preparation programs and job requirements;inclusive education curriculum should be positioned as compulsory and its content should be extended;and the curriculum implementation should be practice-oriented,and practice-based learning should be advocated.

关 键 词：普通教师 教师教育 融合教育素养 职前培养 

分 类 号：G451.6[文化科学—教育学]