韩国幼儿教师融合教育素养职前培养的现状及启示——基于对韩国63所大学学前教育专业融合教育课程的分析  

The Situation of Pre-Service Training of Kindergarten Teachers’Inclusive Education Literacy in South Korea and Its Implications——Based on the Analysis of Inclusive Education Curriculum of Early Childhood Education and Care Majors in 63 Universities

作　　者：王静 范明丽[2] WANG Jing;FAN Mingli(Department of Education,Hengshui University,Hengshui,053000;Department of Education,Hebei University,Baoding,071000)

机构地区：[1]衡水学院教育学院,衡水053000 [2]河北大学教育学院,保定071000

出　　处：《中国特殊教育》2021年第7期67-74,共8页Chinese Journal of Special Education

基　　金：2020年度教育部人文社会科学研究青年基金项目“中国学前教育质量保障制度变迁研究(1949-2019)”(项目批准号:20YJC880091);河北省高等学校人文社会科学研究项目“基于实践取向的中韩学前教育本科课程体系比较研究”(项目编号:GH182022);衡水学院教学改革项目(项目编号:jg2018016)的阶段性研究成果。

摘　　要：幼儿教师是决定学前融合教育成败的关键要素,幼儿教师的融合教育素养越来越受到关注。了解韩国幼儿教师融合教育素养的职前培养状况,可以为提升我国幼儿教师的融合教育素养提供有益思考和借鉴。本研究选取韩国63所大学的147份融合教育课程教学方案作为研究对象,分析其融合教育课程的开设情况、课程目标、教学内容、课程实施及课程评价等,在此基础上结合我国该类课程的现实困境,进一步总结有益于我国幼儿教师融合教育素养职前培养的策略与启示。Kindergarten teacher is the key factor of inclusive education,and much attention has been paid to their inclusive education literacy.Studying the pre-service training of kindergarten teachers’inclusive education literacy in South Korea is conducive to improving that of kindergarten teachers in China.This study selected 147 teaching programs of inclusive education curriculum from 63 universities in South Korea,analyzed their setting,objectives,content,implementation and evaluation.In view of the dilemma of the similar curriculum in China,strategies and implications were put forward.

关 键 词：幼儿教师 融合教育素养 职前培养 融合教育课程 

分 类 号：G659[文化科学—教育学]