高校普通师范专业特殊教育课程建设的困境与思考  

The Dilemma and Thinking of the Construction of Special Education Curriculum for Normal College Students

作　　者：周春艳[1] ZHOU Chunyan(School of Educational Science,Mianyang Teachers'College,Mianyang,Sichuan 621000)

机构地区：[1]绵阳师范学院教育科学学院,四川绵阳621000

出　　处：《绵阳师范学院学报》2020年第9期53-57,69,共6页Journal of Mianyang Teachers＇ College

基　　金：绵阳师范学院2017年度校级教改研究项目“融合教育背景下《学前特殊儿童教育》课程内容开发研究”(Mnu-JY1777)。

摘　　要：高校普通师范专业通过开设特殊教育课程承担着提升职前普通教师融合教育素养的重任。当前普通师范专业的特殊教育课程建设面临着课程受重视程度不够、课程目标定位不准确、成熟的课程设置模式尚未形成、课程资源匮乏等困境。可以通过增强相关教育政策的强制约束力;准确定位融合教育中普通教师角色,确立课程目标;确立课程核心价值,构建实践导向的课程设置模式;多方合作,资源共享等途径来提高特殊教育课程建设质量。The ordinary normal major of colleges and universities undertakes the important task of improving the integrated education quality of pre-service ordinary teachers by setting up special education courses.At present,the curriculum construction of special education for ordinary normal majors is faced with difficulties such as insufficient attention on curriculum,inaccurate orientation of curriculum objectives,lack of mature curriculum setting model and lack of curriculum resources.The quality of special education curriculum construction can be improved by enhancing the compulsory binding force of relevant education policies,positioning the role of ordinary teachers in integrated education,establishing curriculum objectives,establishing curriculum setting model based on the construction of curriculum core values and practical orientation,and sharing multi-party cooperative resources.

关 键 词：普通师范专业 特殊教育课程 课程建设 

分 类 号：G642[文化科学—高等教育学]