我国培智学校课程发展的历史逻辑、价值取向与实践路径  

Curriculum Development of Schools of Mental Retardation Education in China:Historical Logic,Value Orientation and Practical Route

作　　者：申仁洪[1] 张婷 SHEN Renhong;ZHANG Ting(Chongqing Normal University,Chongqing,401331)

机构地区：[1]重庆师范大学重庆市课程与教学研究基地,重庆401331 [2]珠海市特殊教育学校,广东珠海519199

出　　处：《现代教育论丛》2023年第3期90-100,共11页Modern Education Review

基　　金：国家社会科学基金项目“中国残障人士职业教育与支持性就业保障机制研究”(20BSH034)。

摘　　要：自20世纪80年代初我国第一所培智学校开始招生始,培智学校课程经历了萌芽与借鉴调整、探索与自主发展、深化与主体确立、升华与体系完善四个阶段。在课程学习主体需求、普通课程变革演进和培智教育自身内在逻辑要求的张力作用之下,培智课程开发应坚持全面性与个别化、知识性与学习化、发展性与功能性、生活化与适应性的价值取向。中国培智课程40余年的发展历程是以完善课程体系为动力,以国家、地方、学校三级联动为机制,以试点递进逐步推广为办法,以普特协同的融合课程为载体逐步完善的过程。未来中国培智学校课程将坚定不移地延续立德树人的开发立场,综合统筹各核心素养,丰富多元化的教学组织式形,构建并完善以人为本的评价体系以及坚持终身教育的改革方向,全面构建具有中国特色的培智学校课程体系。Since the first school of mental retardation education started to enroll in China in the early 1980s,the curriculum of mental retardation education has gone through four historical stages:Germination and reference adjustment,exploration and independent development,deepening and subjectivity establishment,sublimation and system improvement.Under the tension of the needs of the learning subjects of the curriculum,the evolution of the general education curriculum and the requirements of the internal logic of mental retardation education itself,the curriculum of mental retardation education has the values of comprehensiveness and individualization,knowledge and learning,development and functionality,and life and adaptability.In the future,China's school curriculum for the mental retardation will firmly continue the development stance of moral education,the comprehensive planning of core literacy,the diversified teaching organization,the human-oriented evaluation system,and the reform direction of lifelong education,to comprehensively build a school curriculum system for the mental retardation education with Chinese characteristics.

关 键 词：培智学校 培智教育 课程发展 

分 类 号：G764[文化科学—特殊教育学]