普通教育教师向融合教育行动者转变的个案研究  

A Qualitative Study of the Transformation of General Education Teachers to Inclusive Education Actors

作　　者：韩文娟 谢正立 王琳琳 邓猛 HAN Wen-juan;XIE Zheng-li;Wang Lin-lin;DENG Meng(Faculty of Education,Northwest Normal University,Lanzhou,Gansu,730070,China;Faculty of Education,The University of Hong Kong,Hong Kong,999077,China;Faculty of Education,Yunnan Normal University,Kunming,Yunnan,650500,China;Faculty of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070 [2]香港大学教育学院,中国香港999077 [3]云南师范大学教育学部,云南昆明650500 [4]华东师范大学教育学部,上海200062

出　　处：《基础教育》2022年第5期68-78,共11页Journal of Schooling Studies

基　　金：全国教育科学“十三五”规划2017年度教育部青年课题《西北农村地区特殊儿童随班就读现状研究》(项目编号:EHA170458)。

摘　　要：普通教育教师是融合教育的主要实施者,也是关乎融合教育质量提升的关键角色。本研究以普通小学两名教师为个案,从教师改变理论视角分析其向融合教育行动者转变的过程及动因。依据教师在转变中凸显的心理、行为特征,将其划分为触发期、准备期、行动期、瓶颈期四个时期。推动教师转变的动力源分为学校内部和学校外部动力,具体包括家长及家长组织,特殊教育专家,学校领导与教师自身。最后,本研究围绕支持教师转变,实现融合教育高质量发展提出相关建议。Teachers in ordinary schools are the main implementers of inclusive education,and they also play a key role in improving the quality of inclusive education.This study takes two teachers from ordinary schools as the main cases and analyzes the transformation of general education teachers into inclusive education actors from the theoretical perspective of teacher change.According to the psychological and behavioral characteristics highlighted by teachers in the transformation,it is divided into four periods:trigger period,preparation period,action period and bottleneck period.The driving forces for teachers’transformation are divided into internal and external forces,including parents and parent organizations,special education specialists and local colleges and universities,school leaders,and internal drivers of teachers.This study puts forward suggestions to support the transformation of teachers and realize the high-quality development of integrated education.

关 键 词：普通教育教师 融合教育行动者 教师改变 

分 类 号：G451[文化科学—教育学]