上海市融合幼儿园教师对融合教育的态度调查  

Investigation on the Attitude of Inclusion Kindergarten Teachersto Preschool Inclusion Education of Special Children in Shanghai

作　　者：胡思思 王子纯 程硕 王和平[1] HU Sisi;WANG Zichun;CHENG Shuo;WANG Heping(Faculty of Education,East China Normal University,Shanghai 200062;Special Education Guidance Center of Xuhui District,Shanghai 200233)

机构地区：[1]华东师范大学特殊教育学系,上海200062 [2]上海徐汇区特殊教育指导中心,上海200233

出　　处：《现代特殊教育》2019年第16期68-73,共6页Modern Special Education

基　　金：华东师范大学第四届教育学部大学生科研基金项目(ECNUFOE2018KY101)阶段性研究成果之一。

摘　　要：幼儿园教师作为幼儿的引导者,其对特殊幼儿的态度对学前融合教育发展有着重要的影响。现以上海市235名融合幼儿园教师为被试,调查其对特殊幼儿及学前融合教育的态度,结果发现,融合幼儿园教师对特殊幼儿有一定的了解,但接纳度不高;对融合教育的了解较少,且态度略显消极。现针对上海市学前融合教育情况,提出相关建议,以期为我国学前融合教育的发展提供借鉴和思路。As the guide of children,attitude of kindergarten teachers to special children has an important impact on the development of preschool integration education.This study took 235 teachers of integrated kindergarten in Shanghai as subjects,and investigatedtheir attitudes towards special preschool children and pre-school integration education.The results show,teachers in fusion kindergartens have some understanding of special children,but their acceptance degree is not high,and then,their understanding of integration education is less,and their attitude is slightly negative.In addition,aiming at situation of preschool integration education,this paper puts forward some suggestions to provide reference for the development of preschool integration education in China.

关 键 词：融合幼儿园 幼儿园教师 学前融合教育 特殊幼儿态度 

分 类 号：G615[文化科学—学前教育学]