新时代复合型特殊教育教师培养的创新实践——以杭州师范大学特殊教育专业为例  

Innovation and Practice of Multi-Qualified Special Education Teacher Training in the New Era:Take the Special Education Department at Hangzhou Normal University as an Example

作　　者：马伟娜[1] 连福鑫[1] 张晓贤[1] 辛伟豪 贾婵娟[1] MA Weina;LIAN Fuxin;ZHANG Xiaoxian;XIN Weihao;JIA Chanjuan(Department of Special Education,Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,311121)

机构地区：[1]杭州师范大学经亨颐教育学院特殊教育系,杭州311121

出　　处：《现代特殊教育》2024年第14期47-53,共7页Modern Special Education

摘　　要：“复合型”特殊教育教师是融合教育、教康结合等特殊教育发展趋势下对新时代特殊教育教师培养的要求。在此背景下,杭州师范大学特殊教育专业开始探索高质量复合型特殊教育教师的培养,凝练出“精特教、懂融合、知康复”的培养模式,设置“特殊教育、融合教育、教育康复、教师基本素养”四大主线课程,打造“跨学科教师团队+核心专业教师团队+社会实践教师团队”组成的“三元”师资团队,与特殊教育学校、融合教育学校、康复机构等实施协同教学和评价,构建“全程化、融入式、多样性”的实践体系。“Multi-qualified”is the requirement for the training of special education teachers in the new era,aligning with the development trends of special education,such as the inclusive education,and the integration of education and health caring.In this context,the Special Education Department at Hangzhou Normal University has been at the forefront of exploring the cultivation of high-quality,multi-qualified special education teachers and has condensed the training mode of“proficiency in special education,expertise in inclusive education,and familiarity with educational rehabilitation”,set up four main courses covering“special education,inclusive education,educational rehabilitation,and teachers’basic qualities”,and created a“three-way”teacher team composed of“interdisciplinary teacher team+core professional teacher team+social practice teacher team”,as well as implemented collaborative teaching and evaluation with special education schools,inclusive education schools,rehabilitation institutions,etc.,and built a practice system of“whole process,integration and diversity”.

关 键 词：复合型特殊教育教师 教师培养 融合教育 教康结合 

分 类 号：G760[文化科学—特殊教育学]