新疆农牧区中小学教师融合教育态度调查研究  

Survey on the Attitude of Primary and Secondary School Teachers Towards Inclusive Education in Xinjiang Agricultural and Pastoral Areas

作　　者：何锦鹏 杨香 HE Jinpeng;YANG Xiang(College of Education Sciences,Xinjiang Normal University,Urumqi,830017)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017

出　　处：《现代特殊教育》2025年第6期18-28,共11页Modern Special Education

基　　金：2023年国家社会科学基金教育学西部项目“乡村振兴背景下边疆民族地区农村特殊教育普惠发展的机制与路径研究”(BMX230345)的研究成果。

摘　　要：《乡村振兴战略规划(2018—2022年)》明确指出,农村教育事业的发展应被置于优先地位。在新疆农牧区,中小学教师的融合教育态度影响着融合教育实践效果。对边疆农牧区中小学教师的问卷调查结果表明,中小学教师融合教育态度整体趋于中等水平,且在教师养成因素、情境因素和实践因素上存在显著差异。基于此,建议加强教师职前职后培养,强化教师融合教育态度;健全巡回指导精准帮扶制度,提升教师融合教育素养;加强学校组织支持力度,涵养融合教育积极态度。The Rural Revitalization Strategy Plan(2018—2022)clearly states that the development of rural education should be given priority.In Xinjiang agricultural and pastoral areas,the attitude of primary and secondary school teachers towards inclusive education affects the effectiveness of inclusive education practices.Based on a questionnaire survey of primary and secondary school teachers in border agricultural and pastoral areas,the results show that the overall attitude of primary and secondary school teachers towards inclusive education is at a medium level.There are significant differences in teacher training factors,situational factors,and practical factors.In response to this,the following suggestions are put forward:deepen pre-service and inservice teacher training to strengthen teachers’attitude towards inclusive education;improve the precision of guidance and support through regular visits to enhance teachers’inclusive education literacy;strengthen the organizational support of schools to cultivate a positive attitude towards inclusive education.

关 键 词：农牧区 教师 融合教育态度 

分 类 号：G760[文化科学—特殊教育学]