美国小学阶段全纳教育教师的职前培养模式探析  

An Analysis of the Pre-Service Training Mode of Inclusive Education Teachers in American Primary Schools

作　　者：刘雨姿 

机构地区：[1]曲阜师范大学教育学院,山东 曲阜

出　　处：《教育进展》2023年第9期6751-6757,共7页Advances in Education

摘　　要：有效实施全纳教育的关键在于培养高素质的全纳教师。为了更好地推动全纳教育在小学阶段的发展,美国不断探索全纳职前教师培训,并实施了一系列培训改革举措。确定统一的教师培养目标、采取“双证式”培养方式、注重特殊教育课程与普通教育课程相融合,教育实践贯穿职前培养始终的职前培养模式呈现出以下特点:职前教师培养具备充足的资源与支持、培养方式独特、课程设置灵活、重视职前教师全纳教育实践能力的培养。美国全纳小学教师独特的职前模式将提高教师在全纳教育环境中的能力,改善教师的全纳教育理念和技能,使美国的基础教育教师培训更加高效地为美国的基础教育服务。The key to the effective implementation of inclusive education lies in cultivating high-quality inclusive teachers. In order to better promote the development of inclusive education in primary schools, the United States has continuously explored inclusive preservice teacher training and im-plemented a series of training reform measures. The pre-service training mode, which sets a unified teacher training goal, adopts a “double-certificate” training mode, and attaches importance to the integration of special education courses and general education courses, and educational practice runs through pre-service training, has the following characteristics: preservice teacher training has sufficient resources and support, unique training methods, flexible curriculum setting, and attaches importance to the cultivation of pre-service teachers’ practical ability of inclusive education. The unique pre-service model of American inclusive primary school teachers will improve teachers’ ability in inclusive education environment, improve teachers’ inclusive education concepts and skills, and make American basic education teacher training serve American basic education more efficiently.

关 键 词：全纳教育 职前培养 小学教师 美国 

分 类 号：G63[文化科学—教育学]