融合背景下自闭症儿童社会化交往研究——基于教育生态化视角  

Researchon Social Interaction of Autistic Children in the Context of InclusiveEducation——Based on the EcologyEducation

作　　者：秦晓杰 彭勃[1] Qin Xiaojie;Peng Bo(School of Education,Huaibei Normal University,Huaibei,Anhui 235000)

机构地区：[1]淮北师范大学教育学院,安徽淮北235000

出　　处：《绥化学院学报》2020年第10期102-105,共4页Journal of Suihua University

基　　金：2019年全国教育科学“十三五”规划教育部重点课题:我国高校文化资源的生态化培植研究(DIA190411)。

摘　　要：以生态学维度研究教育本身、学生个体发展已经是一种科学的范式。生态化教育理念是接纳、尊重自闭症儿童的教育理念,以顺应自闭症儿童的个别化需要,提倡自闭症儿童的可持续性发展为出发点,为自闭症儿童提供情境化、生活化、动态化、系统化的社会性康复教育,最终促进自闭症儿童的社会化发展,带动自闭症儿童的整体可持续发展。It is a scientific paradigm to study education itself and individual development of students in theecological dimension.Ecological education concept is to accept and respect the autistic children's educationidea,complying with the individualized needs of children with autism,advocate the sustainable development ofautistic children,provide autistic children with situation,life-oriented,dynamic,systematic social rehabilitationeducation,promote the social development of children with autism,drive the overall sustainable development forautistic children.

关 键 词：融合教育 教育生态化 自闭症儿童 社会化 

分 类 号：G766[文化科学—特殊教育学]