融合教育背景下资源教室合作咨询的实践路径——3种合作咨询模式之比较  

The Practical Path of Collaborative Consultation in Resource Classrooms under the Background of Inclusive Education:Comparative Study on Three Collaborative Consultation Models

作　　者：黄妍妮[1] HUANG Yanni(School of Educational Science,Quanzhou Normal University,Quanzhou Fujian 362000,China)

机构地区：[1]泉州师范学院教育科学学院,福建泉州362000

出　　处：《泉州师范学院学报》2024年第6期88-97,共10页Journal of Quanzhou Normal University

基　　金：福建省教育科学规划年度课题(FJJKBK22-062);福建省本科高校教育教学研究重大项目(FBJY20230203)。

摘　　要：随着融合教育推行,资源教室的合作咨询功能日益受到各国的重视,逐渐发展出专家导向、参与者导向、专家—参与者导向3种模式。文章选取美国、加拿大、瑞典3个典型的个案,通过比较3种合作咨询模式在角色关系、互动方式、模式优势、适用情境的异同,发现虽然跨越不同情境,但3种合作咨询模式之所以取得实效,其共同之处在于:学生中心,问题导向;平等互信,职责分明;监控反馈,相互赋能。这为我国构建以学生为中心,聚焦重点问题;构建协同机制,营造融合文化;立足学校情境,模式机制灵活;注重监控反馈,促进专业发展等4个方面的合作咨询模式提供借鉴。With the implementation of inclusive education in various countries,the function of collaborative consultation in resource rooms has increasingly gained attention from countries around the world,gradually evolving into three models:expert-oriented,participant-oriented,and expert-participant-oriented.This article selects three typical cases from the United States,Canada and Sweden and by comparing the similarities and differences in role relationships,interaction methods,model advantages,and applicable situations of the three collaborative consultation models.It is found that although they span different situations,the three collaborative consultation models share commonalities in being student-centered,problem-oriented;equal and mutual trust,clear responsibilities;and monitoring feedback,mutual empowerment.This provides a reference for our country to build a collaborative consultation model in four aspects:being student-centered,and focusing on key issues;building a collaborative mechanism,and creating an inclusive culture;basing on school situations,and having flexible model mechanisms;and focusing on monitoring feedback,and promoting professional development.

关 键 词：资源教室 合作咨询模式 专家导向 参与者导向 专家—参与者导向 

分 类 号：G760[文化科学—特殊教育学]