资源教室智力障碍学生课程建设研究  

Study on the Construction of Resource Classroom for Students with Intellectual Disabilities in the Context of Inclusive Education

作　　者：钟庆[1] 刘青[1] 冷若雁 刘其晴[1] ZHONG Qing;LIU Qing;LENG Ruoyan;LIU Qiqing(College of Education,Anshun University,Anshun 561000,Guizhou,China;Finance and Accounting Department,Anshun University,Anshun 561000,Guizhou,China)

机构地区：[1]安顺学院教育学院 [2]安顺学院审计处,贵州安顺561000

出　　处：《安顺学院学报》2024年第5期90-94,共5页Journal of Anshun University

基　　金：2022年贵州省金课“《智力障碍儿童的教育与康复》社会实践一流课程”(黔教函2021年101号);2021年贵州省高等学校教学内容和课程体系改革项目“特殊学校需求导向的《特殊儿童康复学》课程教学改革研究”(2021252)。

摘　　要：资源教室是融合教育有效开展的重要组成部分,但资源教室课程设置不当、课程实施专业化缺乏、课程评价方式单一等现象较为突出。参照普通学校和培智学校课程设置与课程标准,以国家相关文件要求为指引,以建构主义、认知发展理论为理论依据,建构了智力障碍学生资源教室“1+1”课程体系,即“基础性课程+拓展性课程”。Resource classroom is an important part of the effective development of integrated education.However,there are some prominent phenomena in the resource classrooms,such as improper curriculum,lack of specialization in curriculum implementation and single evaluation method.With reference to the curriculum and curriculum standards of ordinary schools and intellectual education schools,guided by the requirements of relevant national documents,and based on constructivism and cognitive development theories,the“1+1”curriculum system of resource classrooms for students with intellectual disabilities is constructed,that is“basic curriculum+expanded curriculum”.

关 键 词：融合教育 资源教室 智力障碍 课程建设 

分 类 号：G640[文化科学—高等教育学]