师范类专业认证视域下特殊教育专业人才培养目标制定的实践困囿及纾解之策  

The practical constraints and solutions to the formulation of talent training goals for special education majors from the perspective of teacher training certification

作　　者：周姊毓[1,2] 刘磊 ZHOU Ziyu;LIU Lei(Faculty of Education,Liaoning Normal University,Dalian,Liaoning,116029,China;Faculty of Education Suihua College,Suihua,Heilongjiang,152061,China)

机构地区：[1]辽宁师范大学教育学部,辽宁大连116029 [2]绥化学院教育学院,黑龙江绥化152061

出　　处：《豫章师范学院学报》2024年第6期1-7,共7页Journal of Yuzhang Normal University

基　　金：黑龙江省教育厅2020年度高等教育教学改革重点委托项目“地方应用型本科院校‘校政校’协同育人培养基础教育人才研究与实践”(编号:SJGZ20200191)。

摘　　要：该研究运用质性研究方法,以17名工作在设有特殊教育专业的高校教学管理部门负责人、系主任和教师为研究对象,研究师范类专业认证视域下高校特殊教育专业人才培养目标制定的过程。研究发现,培养目标制定存在一些实践困囿:培养目标定位不够准确;培养目标内涵不够清晰;培养目标评价不够完善。据此,该研究提出的纾解之策有:规范表述,准确定位培养目标;打破常规,彰显专业特色和优势;完善评价机制,促进持续改进。This study employed a qualitative research method with 17 research subjects,who were the heads of teaching management departments,department heads,and teachers working in universities with special education majors.The theme of this study is the process of formulating the training objectives for special education professionals in universities from the perspective of teacher training professional certification.Research has found that there are some practical limitations in setting training objectives:the positioning of training objectives is not accurate enough;The connotation of the training objectives is not clear enough;The evaluation of training objectives is not comprehensive enough.Based on this,the proposed relief measures in this study include:Standardize expression and accurately locate training objectives;Break conventions,showcasing professional characteristics and advantages;Improve the evaluation mechanism and promote continuous improvement.

关 键 词：师范类专业认证 特殊教育专业 人才培养目标 

分 类 号：G760[文化科学—特殊教育学]