普通小学教师融合教育接纳态度调查与研究  

Study on the acceptance attitude of inclusive education for primary school teachers

作　　者：潘欣 黄艳 PAN Xin;HUANG Yan(YuZhang Normal University,Nanchang Jiangxi,330103,China)

机构地区：[1]豫章师范学院,江西南昌330103

出　　处：《豫章师范学院学报》2021年第4期110-114,共5页Journal of Yuzhang Normal University

基　　金：豫章师范学院校级课题(编号:YZCZ-20-01);2019年中央财政支持地方高校发展专项“特殊教育类专业应用型人才培养与创新团队建设”项目资金资助。

摘　　要：研究表明,我国目前普通小学教师与非普通小学教师对融合教育接纳态度整体偏中立,其中有特殊教育培训经验、熟悉特殊教育法律的普通小学教师在行为维度上对特殊儿童的接纳性更高。为改进普通小学教师对融合教育接纳现状,基于尤里·布朗芬布伦纳的生态系统理论,社会各界可以从国家政策、社会知识宣传、学校支持系统、普校特校合作、教育培训、教师角色等方面着手采取积极行动。Research has shown that,at present,general primary school teachers and non-general primary school teachers on the overall attitude of inclusive education is neutral.Among them,general primary school teachers with special education and training experience and familiar with special education law have more acceptance of special children in the behavior dimension.To improve the acceptance of general primary school teachers,based on Urie Brown-Fenbrenner’s ecosystem theory,all sectors of society can take positive actions from the aspects of national policy,social knowledge publicity,school support system,cooperation in general and special schools,educational training,and the role of teachers.

关 键 词：融合教育 普通小学教师 特殊儿童 接纳态度 

分 类 号：G760[文化科学—特殊教育学]