融合教育背景下普特教师合作教学实施路径的行动研究  

An Action Study on the Implementation Path of Co-Teaching between Ordinary and Special Teachers in the Context of Inclusive Education

作　　者：佘丽 王雁[1] 孙晗 戴蓉 SHE Li;WANG Yan;SUN Han;DAI Rong(Faculty of Education,Beijing Normal University,Beijing,100875;School of Educational Sciences,Hunan Normal University,Changsha,410081;Yucai Dongtun Primary School,Furong District,Changsha,410125)

机构地区：[1]北京师范大学教育学部,北京100875 [2]湖南师范大学教育科学学院,长沙410081 [3]芙蓉区育才东屯小学,长沙410125

出　　处：《中国特殊教育》2023年第11期17-24,共8页Chinese Journal of Special Education

基　　金：全国教育科学“十四五”规划2021年度国家一般课题“融合教育质量提升背景下普通教育教师与特殊教育教师合作教学研究”(课题批准号:BHA210151)的阶段性成果。

摘　　要：作为循证融合教育实践方式之一,合作教学为融合教育质量提升提供了新的视野。本研究立足课堂,扎根本土融合教育情境,通过行动研究构建出普通教师与特教教师渐进式合作教学实施路径。此次实践有效改善了融合课程质量,也促进了合作教师专业成长和班级学生身心发展。为此,建议通过弹性实施合作教学,系统规划实施环节,健全相关支持体系等措施指导学校开展合作教学实践探索,为破解融合教育质量困境提供助力。As one of the best practices of evidence-based inclusive education,co-teaching can provide a new practical vision for improving the quality of inclusive classroom education.Based on the classroom and rooted in the local context of inclusive education,this study constructs the progressive co-teaching implementation path between ordinary teachers and special teachers through action research.This practice has effectively improved the quality of inclusive curriculum,and also promoted the professional growth of cooperative teachers and the physical and mental development of students.Therefore,it is recommended that schools be guided to explore the practice of co-teaching through flexible implementation of co-teaching,systematic planning of the implementation process,and improvement of the relevant support system,so as to break the dilemma of the quality of inclusive education.

关 键 词：融合教育 合作教学 行动研究 

分 类 号：G760[文化科学—特殊教育学]