融合教育视域下资源教师专业化面临的双重困境及其应对  

The Double Dilemmas Faced by Resource Room Teachers Professionalization From the Perspective of Inclusive Education and its Countermeasures

作　　者：华兴夏[1] 李拉 HUA Xingxia;LI La(Office of the President,Nanjing Normal University of Special Education,Nanjing 210038;Special Education Research Center,Nanjing Normal University of Special Education,Nanjing 210038)

机构地区：[1]南京特殊教育师范学院校长室,南京210038 [2]南京特殊教育师范学院特殊教育研究中心,南京210038

出　　处：《现代特殊教育》2020年第16期3-6,共4页Modern Special Education

基　　金：南京市教育科学“十三五”规划随班就读专项课题“随班就读教师专业发展研究”(LS201625);南京特殊教育师范学院2018年教学改革研究项目“融合教育教师专业标准与人才培养研究”(201806)研究成果。

摘　　要：融合教育的快速发展,对资源教师专业化提出了越来越高的要求。从教师专业化的角度审视目前我国的资源教师队伍建设,发现资源教师整体上正面临着专业发展的双重困境:专业身份认同的困境与专业角色定位的困境。对资源教师面临的这些现实困境进行辨析和澄清,是建设专业化资源教师队伍,促进资源教师专业成长的必要前提。破解资源教师的专业化困境,最终需要回到构建教师专业标准的思考与研究上来。With the rapid development of inclusive education,higher requirements are put forward for the professionalization of resource room teachers.From the perspective of teacher professionalization,we can find that resource room teachers are facing the double dilemmas of professional development:professional identity dilemma and professional role positioning dilemma.To distinguish and clarify these practical difficulties faced by resource room teachers is a necessary prerequisite to build a professional resource room teacher team and promote the professional growth of resource room teachers.To solve the professional dilemma of resource room teachers,eventually it is necessary to come back to the thinking and research on the construction of professional standards for teachers.

关 键 词：资源教师 融合教育 专业化 普通学校 

分 类 号：G650[文化科学—教育学]