特殊儿童康复机构教师专业学习共同体的构建  

Construction of Professional Learning Community for Teachers in Rehabilitation Institutions for Exceptional Children

作　　者：王昕 李静华 Wang Xin;Li Jinghua(Jilin Province Hearing and Languag Rehabilitation Centre,Changchun,130062)

机构地区：[1]吉林省听力语言康复中心,吉林长春130062

出　　处：《长春教育学院学报》2024年第3期10-15,共6页Journal of Changchun Education Institute

摘　　要：近年来,我国特殊教育发展迅速,特殊教育理念不断演变,面对特殊儿童康复机构现状,传统的师资培养模式已经不适合当前发展的需求。基于专业学习共同体理念,特殊儿童康复机构教师专业化水平提升的行动策略主要有以下几点:形成共同愿景,达成共同康复目标;形成适宜的团体学习机制,提升专业学习效能;形成共享领导环境,提升教师教学主体权利;健全支持性条件,保障教师康复教学环境。In recent years,China’s special education has developed rapidly,and its concept has been constantly evolving.In the face of the status quo of the rehabilitation institutions for exceptional children,the traditional teacher training model is no longer suitable for the current development needs.Based on the concept of professional learning community,action strategies to improve the professional level of teachers in rehabilitation institutions for exceptional children mainly include the following points:form a common vision to achieve a common rehabilitation goal,form a suitable group learning mechanism to enhance professional learning efficiency,form a shared leadership environment to enhance teachers’teaching subject rights,and improve the supporting conditions to guarantee the teachers’rehabilitation teaching environment.

关 键 词：特殊儿童康复机构 教师专业化 专业学习共同体 

分 类 号：G760[文化科学—特殊教育学]