学前融合教育多层次课程支持的组织架构与路径探究  

Exploring the Multi-Level Grouping and Pathways of Curriculum Support for Preschool Inclusive Education

作　　者：朱萌萌 王海英[1] ZHU Mengmeng;WANG Haiying(College of Educational Science,Nanjing Normal University,Nanjing,210097)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《中国特殊教育》2025年第2期11-19,共9页Chinese Journal of Special Education

基　　金：国家社会科学基金一般课题“我国‘新乡土幼教体系’的构建与实践研究”(批准号:22BSH080)成果之一。

摘　　要：融合教育正在从教育思潮转向实践性探索,课程是学前融合教育高质量发展的“最后一公里”。融合教育课程要体现“融合”特质、发挥“融合”力量。基于生态系统理论及已有研究,学前融合多层次课程支持模式以“公平正义”“全纳包容”“完整发展”为价值取向,包含良好的教育生态、协同的课程主体、系统性教学支持、持续的课程反馈四项基本要素,通过各要素的有机衔接,共同作用于满足融合环境中幼儿发展的不同需求。当前需要通过进一步构建一体化课程支持体系、加强多主体课程协同参与、开展本土化课程实践探究来推动我国学前融合教育课程高质量建设目标的有效达成。Inclusive education is transforming from an educational ideology to a practical exploration.The curriculum represents the"last mile"for the high-quality development of preschool inclusive education.The inclusive education curriculum should manifest the"integration"feature and exert the"integration"force.Based on the ecosystem theory and existing studies,the preschool multi-level curriculum support model takes"full inclusion","fairness and justice",and"integral development"as its value orientations.It encompasses four fundamental elements:a favorable educational ecosystem,collaborative curriculum subjects,systematic operational space,and continuous curriculum feedback.Through the organic connection of these elements,they jointly function to meet the diverse development needs of children in an inclusive environment.At present,it is necessary to further construct the inclusive curriculum support system,strengthen the collaborative participation of multi-subject courses,and carry out localized curriculum practice exploration to gradually promote the effective realization of the high-quality construction goal of preschool inclusive education curriculum in China.

关 键 词：学前融合教育 融合教育课程 多层次课程支持 

分 类 号：G612[文化科学—学前教育学]