核心素养导向的韩国特殊教育课程改革与实施困境研究——基于2015版韩国特殊教育课程方案与课程标准的分析  

A Study of Core Literacy-Oriented Special Education Curriculum Reform and Implementation Dilemmas in Korea:An Analysis Based on the 2015 Edition of the Korean Special Education Curriculum Program and Curriculum Standards

作　　者：吴春玉[1] WU Chunyu(School of Educational sciences,Quanzhou Normal University,Quanzhou,362000)

机构地区：[1]泉州师范学院教育科学学院,泉州362000

出　　处：《中国特殊教育》2024年第3期30-36,共7页Chinese Journal of Special Education

摘　　要：我国现行的特殊学校课程设置实验方案和课程标准面临诸多现实挑战,以核心素养为导向的义务教育课程改革对特殊学校课程建设指明新方向。韩国2015年特殊教育课程改革引入核心素养框架体系,凝练适宜特殊学生的学科素养,围绕学科核心概念重构课程内容。基于2015版韩国特殊教育课程方案和课程标准的分析发现,核心素养导向的特殊教育课程改革得到韩国特教界的普遍认可,但课程理念、课程运行、改革落地遭遇理想与现实的落差。基于此,建议我国特殊教育课程改革从普特双轨运行迈向一体化设计,着力开发核心素养导向的特殊教育课程,持续提升特殊学校和特教教师的课程建设能力。China's current experimental program and curriculum standards for special school curriculum are facing many practical challenges,and the core literacy-oriented compulsory education curriculum reform has pointed out a new direction for special school curriculum construction.The 2015 special education curriculum reform in South Korea introduced a core literacy framework system,refined the subject matter literacy appropriate for students with cognitive disabilities,and reconstructed the curriculum content around the core concepts of the subject matter.Based on the analysis of the 2015 version of the Korean special education curriculum program and curriculum standards,it was found that the core literacy-oriented special education curriculum reform was generally recognized by the Korean special education community,but the implementation process encountered a gap between the ideal and the reality.Based on this,it is recommended that China's special education curriculum reform should move from the dual-track operation to an integrated design,focus on the development of core literacy-oriented curricula for students with intellectual disabilities,and continue to improve the curricular competence of special schools and special education teachers.

关 键 词：韩国 特殊教育课程改革 核心素养 课程标准 

分 类 号：G769[文化科学—特殊教育学]