学前融合教育中的核心观念浅析  

Analysis of Core Concepts in Preschool Inclusive Education

作　　者：苏雪云 陶然乐[1] Su Xueyun;Tao Ranle(Faculty of Education,East China Normal University,Shanghai,200062;Chinese Institute for Infant and Toddler Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部,上海200062 [2]华东师范大学中国婴幼儿教养研究院,上海200062

出　　处：《幼儿教育》2025年第9期25-29,共5页Early Childhood Education

摘　　要：推进学前融合教育发展是促进每个特殊儿童获得普惠高质量学前教育的必由之路。当今,我国学前融合教育实践中仍存在融而有别、融而不合的现象。虽然这些现象背后的影响因素繁杂,但是融合理念偏差、融合视角冲突是关键的因素。本文通过探讨学前融合教育的相关核心观念,旨在为我国学前融合教育的理论研究和实践探索提供参考。Promoting the development of inclusive education in early childhood is a necessary way to promote every special child's access to high-quality preschool education.However,in current practice of preschool inclusive education in China,there is still differentiation and incompatibility.Although there are multiple factors behind these phenomena,the deviation of inclusive concepts and conflicts of inclusive perspectives are the key factors.This article aims to provide a reference for the theoretical research and practical exploration of preschool inclusive education in China by exploring the relevant core concepts of inclusive education in early childhood.

关 键 词：学前融合教育 特殊儿童 核心观念 

分 类 号：G610[文化科学—学前教育学]