残障社会学核心理念及其对职前特殊教育教师课程意识培养的启示
The Core Concept of Sociology of Disability and the Implications for Cultivation of Curriculum Consciousness in Pre-Service Special Education Teachers
刘修豪 1曾雅茹1
作者信息
- 1. 泉州师范学院特殊教育系(福建泉州,362000)
- 折叠
摘要
残障社会学发展经历了传统的残障社会学、批判的残障社会学、后现代残障社会学的演变.借鉴残障社会学核心理念分析其对特殊教育的影响,有利于增进职前特殊教育教师对课程的理解,有助于职前特殊教育教师培养"遭逢"的课程意识、"跨越"的课程意识、"处境"的课程意识.
Abstract
The development of the sociology of disability has evolved through traditional sociology of disability,critical sociology of disability,and postmodern sociology of disability.This paper draws on the core concept of sociology of disability to analyze its impact on special education,which is conducive to improving the understanding of pre-service special education teachers on curriculum.The main purpose is to help pre-service special education teachers develop a curriculum consciousness of"encounter","straddle",and"situated".
关键词
残障社会学/课程意识/职前特殊教育教师Key words
sociology of disability/curriculum consciousness/pre-service special education teachers引用本文复制引用
基金项目
教育部人文社会科学研究规划项目(20YJ880032)
出版年
2024
NETL
NSTL
万方数据