融合教育情境下中小学教师胜任力架构与内容基于RCF和ICF的研究  

Competency framework and contents for primary and secondary school teachers in inclusive education settings based on RCF and ICF

作　　者：张青 吴佳洺 贾文蓉 于发友 ZHANG Qing;WU Jiaming;JIA Wenrong;YU Fayou(Special Education School,Handan University,Handan,Hebei 056005,China;Hebei Special Education Collaborative Innovation Center,Handan,Hebei 056005,China;Chugye University for the Arts,Seoul 03746,Korea;China National Academy of Educational Sciences,Beijing 100163,China)

机构地区：[1]邯郸学院特殊教育学院,河北邯郸市056005 [2]河北省特殊教育协同创新中心,河北邯郸市056005 [3]韩国秋溪艺术大学,韩国首尔市03746 [4]中国教育科学研究院,北京市100163

出　　处：《中国康复理论与实践》2025年第4期406-414,共9页Chinese Journal of Rehabilitation Theory and Practice

基　　金：河北省社会科学发展研究课题(No.202402029);河北省体育局体育社科研究项目(No.TY973207)。

摘　　要：目的 基于世界卫生组织康复胜任力架构(RCF),构建融合教育情境下教师胜任力的架构。方法 参照RCF的5大核心能力领域及其核心价值观和信念,分析融合教育情境下教师胜任力的特殊要求,归纳教师在这5个领域的具体能力、行为要求以及核心价值观和信念,并采用ICF从功能视角进行教师胜任力补充分析。结果 融合教育情境下基于RCF的教师胜任力架构涵盖5大核心领域和2个基础组成部分。在实践领域,强调以学生及其家庭为中心,灵活调整教学方法,满足个性化需求;在专业精神领域,突出教育公平、道德责任与关怀,保障特殊需求学生的权益;在学习与发展领域,注重教师的持续学习和专业成长,提升融合教育的适应性与创新性;在管理与领导力领域,强调团队协作、资源整合,提升融合教育服务质量;在研究领域,鼓励教师将循证实践与教学相结合,确保教育决策的科学性和实证性。此外,核心价值观强调尊重、公平和包容,信念体现对每位学生潜能的信心和个性化支持的承诺。基于ICF,融合教育教师专业胜任力主要涉及教育与康复融合胜任力、功能评估与个别化教育计划胜任力、辅助技术胜任力、无障碍环境领域的胜任力以及数字赋能技术领域的5个方面胜任力。结论 基于RCF和ICF构建了在融合教育环境下教师应该具备的多维度复合胜任力架构。该架构秉承以人为本的理念,强调学生的教育公平和全面发展,为融合教育教师的胜任力发展和教师胜任力鉴定和培养提供了系统的理论框架。Objective To develop a competency framework for teachers in inclusive education settings based on World Health Organization rehabilitation competency framework(RCF).Methods Based on the five core competency domains of RCF,along with its core values and beliefs,this study analyzed the specific competency requirements for teachers in inclusive education settings,and summarized the specific competencies,behavioral requirements,and core values and beliefs within these five domains.Additionally,International Classification of Functioning,Disability and Health(ICF) was used to supply the competency framework from a functional perspective.Results RCF-based teacher competency framework for inclusive education settings encompassed five core domains and two foundational components.In the practice domain,the framework emphasized a student-and family-centered approach,requiring flexible teaching strategies to meet individualized needs.In the professionalism domain,it highlighted educational equity,ethical responsibility and rights of students with special needs.In the learning and development domain,it underscored continuous learning and professional growth for teachers to enhance adaptability and innovation in inclusive education.In the management and leadership domain,it stressed teamwork and resource integration to improve the quality of inclusive education services.In the research domain,it encouraged teachers to integrate evidence-based practices into their teaching to ensure scientific and empirical educational decision-making.Additionally,the core values emphasized respect,equity and inclusion,while the beliefs reflected confidence in each student's potential and a commitment to individualized support.Based on ICF,the specialized competencies for teachers in inclusive education primarily involved five aspects:integrating education and rehabilitation,functional assessment and individualized education planning,assistive technology,accessible learning environments,and digital empowerment technologies.Conclusion Based on

关 键 词：教师 胜任力架构 融合教育 国际功能、残疾和健康分类 康复胜任力架构 

分 类 号：R494[医药卫生—康复医学]