以教师发展为核心的中国学前融合教育体系建设研究
Research on the Construction of China's Preschool Integrated Education System with Teacher Develop-ment as the Core
周易1
作者信息
- 1. 南京特殊教育师范学院 江苏·南京 210038;又松大学 韩国 34606
- 折叠
摘要
学前融合教育整体发展的基础是所有从业教师其能力和贡献的总和.从业教师对融合教育的态度不仅会直接影响其专业成长,更会影响融合教育的实施成效.本研究认为教师态度是教师发展的基础,探讨了教师在学前融合教育的学习及从业过程中所遭遇的态度挑战.然后借助情感、认知和行为三成分模型,以教师态度为线索,细致考察构建教师发展支持体系的可能性,提出了促进教师专业成长的策略及提升教师为所有儿童创设包容性教育环境的能力,重点强调了通过职前教育强化教师情感准备,通过认知重塑优化教育课程,以及运用辅助技术提升教学能力,从而全面推动教师的专业发展.
Abstract
The basis for the overall development of preschool integrated education is the sum of the abilities and contributions of all teachers engaged in it.The attitude of teachers engaged towards integrated education will di-rectly affect their professional growth and the effectiveness of integrated education implementation.This study be-lieves that teachers'attitudes are the basis of their development,and explores the attitudinal challenges teachers encounter in the process of learning and practicing preschool integrated education.With the help of the three-component model of emotion,cognition and behavior,and taking teachers'attitudes as the clue,the possibility of building a support system for teacher development is examined carefully.The study proposes strategies to promote teachers'professional growth and improve their ability to create an integrated education environment for all chil-dren.It focuses on strengthening teachers'emotional preparation through pre-service education,optimizing edu-cational curriculum through cognitive reshaping,and using assistive technology to improve teaching ability,thereby comprehensively promoting the professional development of teachers.
关键词
融合教育/学前教育/教师发展/ABC态度模型Key words
integrated education/preschool education/teacher development/the ABC model of attitudes引用本文复制引用
出版年
2024
NETL
NSTL
万方数据