欧洲学前融合教育自我反思工具分析与启示  

Analysis and Implications of the European Preschool Inclusive Education Self Reflection Tools

作　　者：潘润飞 朱宗顺[1] PAN Runfei;ZHU Zongshun(College of Child Development and Education,Zhejiang Normal University,Hangzhou,311200)

机构地区：[1]浙江师范大学儿童发展与教育学院,杭州311200

出　　处：《现代特殊教育》2024年第16期34-40,共7页Modern Special Education

基　　金：浙江省哲社2023年度重点课题“适宜乡村振兴的农村学前教育发展指标与机制研究”(23NDJC008Z)的阶段性研究成果。

摘　　要：自我反思工具的开发是欧洲学前融合教育实践的重要成果。通过对自我反思工具的发展脉络、理论基础、框架内容、行动过程四个部分进行系统梳理与分析发现,该工具对改进学前融合教育实践具有重要作用。基于此,未来我国学前融合教育工作者应强调整体意识,促进学前融合教育理念转变;开发相应工具,便于学前融合教育实践落地;鼓励自我反思,助推学前融合教师专业成长。The development of the preschool inclusive education self-reflection tools is an important outcome of European preschool inclusive education practice.By systematically combing and analyzing the four parts of the self-reflection tools,namely,the development lineage,theoretical foundation,framework content,and action process,it is found that the tool plays an important role in improving the practice of preschool inclusive education.Based on this,in the future,workers related to preschool inclusive education in China should emphasize the overall awareness to promote the change of preschool inclusive education concept,develop corresponding tools to facilitate the practice of preschool inclusive education,and encourage self reflection to promote the professional growth of preschool inclusive teachers.

关 键 词：学前融合教育 自我反思工具 融合教育实践 

分 类 号：G769[文化科学—特殊教育学]