北京市特教学校德育现状调查研究  

Research on the Current Status of Moral Education in Special Education Schools in Beijing

作　　者：陆莎[1] 吴扬[2,3] 孙颖 LU Sha;WU Yang;SUN Ying(Beijing Special Education Research and Guidance Center,Beijing Academy of Educational Sciences,Beijing,100036;Institute of Psychology and Special Education,China National Academy of Educaitonal Sciences,Beijing,100088;Faculty of Education,Beijing Normal University,,Beijing,100875)

机构地区：[1]北京教育科学研究院北京市特殊教育研究指导中心,北京100036 [2]中国教育科学研究院心理与特殊教育研究所,北京100088 [3]北京师范大学教育学部,北京100875

出　　处：《中国特殊教育》2024年第10期34-42,共9页Chinese Journal of Special Education

基　　金：全国教育科学“十四五”规划教育部青年课题“我国特殊教育学校德育的现状、问题及对策研究”(课题批准号:EEA210416)的研究成果之一。

摘　　要：加强特教学校德育工作是推进特殊教育高质量发展、建设教育强国的必然要求。本研究对北京市19所特教学校德育工作的现状进行调查,结果发现:特教学校德育存在一体化设计不足、课堂教学主渠道作用较弱、德育实践活动针对性不足、德育教师队伍专业化程度不高等问题。据此,提出加强德育一体化设计、增强课程与教学的情感要素、发挥学生在德育实践活动中的主体性等对策建议,为加强和改进特教学校德育工作提供依据和参考。Strengthening moral education in special education schools is an inevitable requirement for promoting high-quality development of special education and realizing a powerful country in education. Through an investigation of the current situation of moral education work in 19 special education schools in Beijing, the results show the problems such as insufficient integrated design of moral education in special education schools, a relatively weak role of the main channel of classroom teaching, insufficient pertinence of moral education practice activities, and a low degree of professionalization of the moral education teacher team. On the basis of in-depth research, corresponding countermeasures and suggestions are put forward, such as strengthening integrated design of moral education, enhancing the the emotional elements of curriculum and teaching, and giving full play to the subjectivity of students moral education practice activities, so as to provide a basis and reference for strengthening and improving moral education in special education schools.

关 键 词：特教学校 德育 调查研究 

分 类 号：G760[文化科学—特殊教育学]