论融合课堂中的合作教学及其实施  

On Cooperatine teaching and its Implementation in Inclusive Classrooms

作　　者：肖竟 张树东[1] XIAO Jing;ZHANG Shudong(Faculty of Education,Beijing Normal University Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《现代特殊教育》2020年第4期34-39,共6页Modern Special Education

摘　　要：合作教学是融合课堂中满足不同学生多样化教育需要的有效教学组织形式,然而,合作教学在融合课堂的实践过程中面临着诸多挑战。通过多角度探讨,分析在融合课堂中实施合作教学的必要性以及合作教学基本教学模式的运用,发现合作教师的角色定位和责任分工、沟通、共同规划时间、课程内容把握、培训和行政支持影响着合作教学实施的有效性。Co-teaching is an effective teaching organization that meets the diverse educational needs of different students in inclusive classrooms. However, enormous difficulties and challenges existed in the implementation of co-teaching in inclusive classrooms. Exploring from multiple perspectives,the paper analyzes the necessity of co-teaching in the inclusive classrooms and the application of the basic teaching models. It showed that the role orientation and responsibility division of the co-teachers, communication, planning time, content mastery, training and administrative support were theinfluential factors inthe implementation of co-teaching.

关 键 词：融合课堂 合作教学 教师角色定位 共同规划 教师培训 行政支持 

分 类 号：G424.24[文化科学—课程与教学论]