学前教育专业融合教育课程编制与实施的行动研究  

Action Study on Inclusive Education Curriculum Design and Implementation for Early Childhood Major

作　　者：刘颖[1] 刘先强[1] LIU Ying;LIU Xianqiang(College of Teachers,Chengdu University,Chengdu,Sichuan,610106,China)

机构地区：[1]成都大学师范学院

出　　处：《教育与教学研究》2019年第9期57-69,共13页Education and Teaching Research

摘　　要：通过为期一年的行动研究,发现面向学前教育专业编制和实施“特殊教育导论”课程时,课程目标设置可以幼儿园教师和特殊教育教师专业标准为依据,同时兼顾态度、知识和技能三个领域;课程内容选择和组织方面,可突出学前融合教育教师和特殊教育教师之间的角色差异;课程实施方式可以综合讲授、观摩、实践和融合教育情境实践等多种方式;课程评价方式注重过程性评价和总结性评价的结合。课程实施结束后,超过90%的学生对实施效果表示满意,课程目标也基本实现。Through a one-year action study,it was found the curriculum objectives could be set based on the professional standards of kindergarten teachers and special education teachers when designing and implementing the course of introduction to special education for early childhood major.And the three areas of attitude,knowledge and skills are also taken into account.The curriculum content could be selected and organized in view of the differences of early childhood inclusive education teachers and special education teachers.Curriculum implementation can integrate teaching,observation,practice in classrooms and the integration of educational situational practice.The curriculum evaluation should combine process and summative evaluation.At the end of the curriculum,more than 90%students were satisfied with the curriculum,and the curriculum objectives had been basically achieved as well.

关 键 词：学前教育专业 融合教育课程 课程编制 课程实施 行动研究 

分 类 号：G642.0[文化科学—高等教育学]