蒙台梭利教育环境下的学前融合教育:可能、挑战与对策  

Preschool Inclusive Education in the Montessori Education Environment:Possibilities,Challenges and Countermeasures

作　　者：李小婷 梁永胜 LI Xiaoting;LIANG Yongsheng(Department of Special Education,Shandong Vocational College of Special Education,Jinan,250000)

机构地区：[1]山东特殊教育职业学院特殊教育系,济南250000

出　　处：《现代特殊教育》2024年第8期37-41,共5页Modern Special Education

基　　金：山东省学前教育研究重点课题“融合教育视野下特殊幼儿个别化教育研究”(2022XQJY004)研究成果之一。

摘　　要：学前融合教育是保障特殊幼儿受教育权利的重要形式与路径。蒙台梭利教育体系包含“有预备的环境”和“有准备的教师”两个核心要素,能为特殊幼儿提供理想的融合条件以及个性化指导,这为学前融合教育的实施提供了可能。但同时,关系挑战、体认挑战和资源挑战阻碍着可能向现实的转变。应通过创造接纳机会、调整指导策略、提供政策支持等措施迎接挑战,推动学前融合教育价值的实现。Preschool inclusive education is an important form and path to guarantee the right of special children to receive education.The Montessori education system contains two core elements:“prepared environment”and“prepared teacher”,which can provide ideal conditions and implement personalized observation and guidance for special children,and bring the possibility for the implementation of preschool inclusive education.But at the same time,relationship challenges,recognition challenges,and resource challenges hinder the transition of possibility to reality.It is suggested that by creating acceptance opportunities,adjusting guidance strategies,providing policy support and other measures to break through challenges,the realization of the value of preschool inclusive education could be promoted.

关 键 词：蒙台梭利教育 学前融合教育 特殊幼儿 蒙台梭利教师 

分 类 号：G610[文化科学—学前教育学]