教师领悟社会支持对随班就读学生课堂参与的作用及影响机制研究  

A Study on the Effect and the Influencing Mechanism of Teachers'Perceived Social Support on LRC Students'Classroom Engagement

作　　者：袁维 周斌英 彭田田 葛悦 朱楠[1] YUAN Wei;ZHOU Binying;PENG Tiantian;GE Yue;ZHU Nan(School of Education,Central China Normal University,Wuhan,430079;Wuhan Institute of Education Sciences,Wuhan,430079;Wuchang District Center School for the Mentally Retarded,Wuhan,430079)

机构地区：[1]华中师范大学教育学院,武汉430079 [2]武汉市教育科学研究院,武汉430079 [3]武昌区培智中心学校,武汉430079

出　　处：《中国特殊教育》2024年第4期82-90,共9页Chinese Journal of Special Education

基　　金：2024年度中央高校基本科研业务费资助课题“基于多层级支持系统的随班就读学生社会情感学习支持研究”(CCNU24ZZ025)的阶段性成果。

摘　　要：随班就读学生的课堂参与是评估融合教育质量的重要指标,受到教师因素的影响。本研究以847名义务教育阶段随班就读教师为对象,采用问卷调查法,考察了教师领悟社会支持、融合教育效能感和随班就读学生课堂参与的现状及三者之间的关系。结果发现:教师领悟社会支持和随班就读学生课堂参与水平中等偏低,教师融合教育效能感处于中等水平;基于来源和类别测量的社会支持对教师融合教育效能感和学生课堂参与都有显著影响;五个来源的社会支持中仅有特殊教育专业人员支持和家长支持对随班就读学生的课堂参与影响显著,专业支持、领导支持和家人支持对教师融合教育效能感影响显著;教师融合教育效能感在领悟社会支持和随班就读学生课堂参与之间发挥部分中介作用。研究提示要加大对教师的社会支持,尤其是特殊教育专业人员支持,以此提高教师的融合教育效能感,进而提高随班就读学生的课堂参与水平。The classroom engagement of LRC students(special students learning in regular classrooms)is an important indicator to evaluate the quality of inclusive education and is influenced by teacher factors.This study surveyed 847 teachers in the compulsory education to investigate the status of teachers'perceived social support,inclusive efficacy and LRC students'classroom engagement.The results showed that teachers'perceived social support and LRC students'classroom engagement were at medium low level,and teachers'inclusive efficacy were at medium level;teachers'perceived social support assessed based on type and source both significantly positively predicted inclusive efficacy and LRC students'classroom engagement;among the five sources of social support,only professional support and parental support significantly predicted LRC students'classroom engagement,and professional support,leader support and family support significantly predicted teachers'inclusive efficacy;teachers'inclusive efficacy partially mediated the relationship between teachers'perceived social support and LRC students'classroom engagement.The research implicated that improvement of the inclusive education quality needs more social support,especially provision of professional special education support.This is conducive to improving the teachers'inclusive efficacy and LRC students'classroom engagement.

关 键 词：随班就读 社会支持 融合教育效能感 课堂参与 

分 类 号：G760[文化科学—特殊教育学]