新课标背景下培智学校教师的课程实施——基于四川省三所培智学校的质性研究  

Curriculum Implementation by Teachers in Schools for the Intellectually Disabled in the Context of the New Curriculum:A Qualitative Research in Three Schools of Sichuan Province

作　　者：吴春艳[1] 张姜丽 刘路娟 WU Chunyan;ZHANG Jiangli;LIU Lujuan(Faculty of Education,Sichuan Normal University,Chengdu,610068)

机构地区：[1]四川师范大学教育科学学院,成都610068

出　　处：《中国特殊教育》2023年第2期44-52,共9页Chinese Journal of Special Education

基　　金：四川省社会科学研究“十四五”规划2021年度课题“新课标背景下四川省培智学校课程实施现状与提升策略研究”(项目编号:SC21B089)研究成果之一。

摘　　要：以《培智学校义务教育课程标准(2016年版)》和部编版培智学校教材为代表的国家课程是当前培智学校开展课程与教学活动的重要依据。为了解新课标背景下四川省培智学校教师的课程实施的情况,本研究选取省内三所有代表性的培智学校部分教师进行焦点团体访谈。研究发现,培智学校教师对国家课程的认识具有两面性,国家课程的落实体现了从理念认知到教学实践的深化,教师的困难及需求凸显在从课标文本到课堂教学的转化中。通过进一步分析,培智学校课程实施存在以下问题:其一,落实新课标的理想与现实存在差距;其二,基于新教材的课程实施取向占主导;其三,教师专业知识与能力制约了国家课程的校本化实施。基于上述问题,提出了进一步修订完善培智学校课程标准;多元并举开展培智学校课程资源建设;培智学校需积极探索国家课程校本化实施路径;培智学校教师需主动提升课程实施能力等建议。The national curriculum,represented by the Curriculum Standards for Compulsory Education in Schools for the Intellectually Disabled Children(2016 Edition)and the Ministry’s version of textbooks for schools for the intellectually disabled children,is an important basis for the current curriculum and teaching activities.In order to understand the curriculum implementation in schools for the intellectually disabled children in Sichuan province,focus group interviews were conducted with teachers from three representative schools.The study found that teachers’perception of the national curriculum in those schools are two-fold,with the implementation of it reflecting a deepening from conceptual awareness to teaching practice,and the difficulties and needs of teachers highlighted in the transformation from the text of the curriculum to the practice of classroom teaching.Further analysis revealed the following problems in the curriculum implementation in schools for the intellectually disabled children:First,there is a gap between the ideal and the reality of implementing the new curriculum.Secondly,the curriculum implementation based on new textbooks dominates.Thirdly,teachers’professional knowledge and ability have restricted the school-based implementation of national curriculum.Based on the above problems,suggestions are put forward:to further revise and improve the curriculum standard;to build the curriculum resources for the intellectually disabled children in a diversified manner;to explore the school-based implementation path for the national curriculum;to enhance teachers’awareness of actively improving their ability for curriculum development.

关 键 词：新课标 培智学校教师 课程实施 焦点团体访谈 

分 类 号：G764[文化科学—特殊教育学]