融合教育背景下教师支持系统的构建与阐释——基于社会生态系统理论视角  

The Construction and Interpretation of Teacher Support System in the Context of Inclusive Education——Based on the Perspective of Social Ecosystem Theory

作　　者：王雁[1] 喻璐 WANG Yan;YU Lu(Faculty of Education,Beijing Normal University,Beijing,100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《中国特殊教育》2024年第9期30-34,87,共6页Chinese Journal of Special Education

摘　　要：教师是融合教育的主要实施者,为教师提供适宜且充分的支持是推动融合教育工作开展、保障融合教育质量提升的关键一环。本研究基于社会生态系统理论构建了融合教育背景下“宏观—中观—微观”教师支持系统:宏观系统包含政策支持和文化支持两个子系统;中观系统包含学校支持和专家支持两个子系统;微观系统为教师自我支持系统。该系统在尊重教师主体性的基础上,强调各个子系统的协同配合以及三层支持系统之间的相互作用。教师支持系统建设过程中应关注激活教师主体意识、推动系统协同发展等核心问题。As the main implementer of inclusive education,teachers should be provided with appropriate and adequate support,which is the key to promoting the smooth development of inclusive education and ensuring the quality of inclusive education.Based on the theory of social ecosystem,this study constructs a'macro-meso-micro"teacher support system in the context of inclusive education:the macro system includes two subsystems:policy support and cultural support;the meso system includes two subsystems:school support and expert support.The micro-support system is the teacher self-support system.On the basis of respecting the teacher's subjectivity,the system emphasizes the coordination of various subsystem and the interaction between the three layers of support.In the process of teacher support system construction,we should pay attention to the core issues of activating teachers'subjective consciousness and promoting the coordinated development of the system.

关 键 词：教师支持系统 融合教育质量 融合教育素养 

分 类 号：G760[文化科学—特殊教育学]