《国标》引领下的教师融合教育素养职前培养研究  

Research on the Cultivation of Pre-Service Teachers’ Inclusive Education Competence under the Guidance of the “National Standard”

作　　者：张婷[1] 侯婷婷 ZHANG Ting;HOU Tingting(School of Education and Psychology,University of Jinan,Jinan,250022)

机构地区：[1]济南大学教育与心理科学学院

出　　处：《中国特殊教育》2020年第2期3-7,共5页Chinese Journal of Special Education

基　　金：山东省教育科学“十三五”规划2019年度重点资助项目“山东省融合教育实践模式探索研究”(项目编号:ZZ2019067)的阶段性成果

摘　　要：《国标》是我国首个高等教育教学质量的国家标准,其在教育学类专业课程设置中体现的普通教育和特殊教育课程交叉现象,因应了我国不断推进融合教育的进程,对于当前中小学教师融合教育素养的培养具有引领作用。课程是教师职前教育的主要载体,以培养教师融合教育素养为目标的融合教育课程,需要直面普通学校融合教育的现场需求,课程目标从特殊教育知识补充转向融合教育素养培养;课程体系构建从阶段性师范教育到强调教师教育的一体化;课堂教学从重视教师知识输入转为关注学生的学习产出;课程资源建设从重视教师教学资源的开发,转变为重视学生学习指导服务体系建构。The National Standard is the first national standard on the quality of higher education in China. In its curriculum for the major of education,the courses of general education and special education are intertwined with each other, which conforms to the developmental trend of inclusive education, and which plays a leading role in the cultivation of inclusive education competence of primary and secondary school teachers. To cater to the on-site needs of inclusive education in general education schools, the curriculum for inclusive education should be improved in the following aspects: The curriculum goal should be changed from the supplement of special education knowledge to the cultivation of inclusive education competence;The curriculum system should be transformed from a phased normal education to a holistic design of teacher education;Teaching in the classroom should be focused on the output of students’ learning rather than the input of teachers’ knowledge;Curriculum resource construction should be adjusted from teaching resource development by teachers to the development of a learning guidance and service system for the students.

关 键 词：融合教育素养 融合教育课程 中小学教师 

分 类 号：G760[文化科学—特殊教育学]