成渝两地普小教师融合教育课程与教学调整实施现状研究
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摘要
对特殊学生进行课程与教学调整是融合教育成功的关键因素。本研究采用自编的问卷对成渝两地295名普通小学教师进行了融合教育课程与教学调整的问卷调查。结果发现,普小教师融合教育课程与教学调整的水平处于中等以下;作业调整得分最高,其次为教学调整、目标调整、评价调整,而教材调整得分最低;普小教师实施融合教育课程与教学调整在普小教师的融合教育经验、特殊学生的认知发展水平、班级总人数方面存在着显著差异;普小教师实施融合教育课程与教学调整的困难主要有尚未学习过课程与教学调整、教师没有时间、自我能力不足以及班级过大等方面;其希望获得的支持主要有专业人员的协助指导,能参加相关培训、学校的支持配合以及校级交流合作。据此本研究对教师、学校以及教育部门实施融合教育课程与教学调整提出了建议。
The curricular and instructional adaptation targeting children with disabilities is a key factor of inclusive education. This study,by using a self-devised questionnaire to test 295 elementary school teachers from Chengdu and Chongqing,aims to explore the curricular and instructional adaptation for inclusive education. The results show the following: The teachers showed their curricular and instructional adaptation at a lower-medium level; they scored highest in the assignment adaptation,followed by the instructional adaptation,the goal adaptation,the assessment adaptation,and the textbook adaptation; their curricular and instructional adaptation showed a significant difference in their experience in inclusive education,the cognitive development of the students with disabilities,and the total number of the students in a class; the difficulties in their practice of the curricular and instructional adaptation mainly included failure to study the curricular and instructional adaptation,insufficient time,insufficient self-competence,and a large class size; and the desired support involved the assistance and guidance from professionals,participation in relevant training,the support from the school,and exchanges and cooperation between schools. In conclusion,the study offered proposals to teachers,schools and educational administrations.
The curricular and instructional adaptation targeting children with disabilities is a key factor of inclusive education. This study,by using a self-devised questionnaire to test 295 elementary school teachers from Chengdu and Chongqing,aims to explore the curricular and instructional adaptation for inclusive education. The results show the following: The teachers showed their curricular and instructional adaptation at a lower-medium level; they scored highest in the assignment adaptation,followed by the instructional adaptation,the goal adaptation,the assessment adaptation,and the textbook adaptation; their curricular and instructional adaptation showed a significant difference in their experience in inclusive education,the cognitive development of the students with disabilities,and the total number of the students in a class; the difficulties in their practice of the curricular and instructional adaptation mainly included failure to study the curricular and instructional adaptation,insufficient time,insufficient self-competence,and a large class size; and the desired support involved the assistance and guidance from professionals,participation in relevant training,the support from the school,and exchanges and cooperation between schools. In conclusion,the study offered proposals to teachers,schools and educational administrations.
引文
1中国人民共和国中央人民政府.残疾人教育条例.http://www.gov.cn/zhengce/content/2017-02/23/content_5170264.html,2017-02-23
2 于素红.上海市普通学校随班就读工作现状的调查研究.中国特殊教育,2011,(4):3-9
3 22钮文英.拥抱个别差异的新典范.台北:心理出版社股份有限公司,2008.349-454
4 25蒋明珊.普通班教师参与身心障碍学生课程调整之研究.国立台湾师范大学特殊教育研究学刊,2004,27:39-58
5 17钮文英.小学普通班认知障碍学生课程与教学调整方案之发展与成效研究.特殊教育与复健学报,2006,15:21-58
6 林坤灿.因应个别障碍学生普通教育课程与教学调整方案之试探研究:以宜兰县小学轻度障碍学生为例.东台湾特殊教育学报,2004,(6):33-64
7 Hoover J J,Patton J R.Differentiating curriculum and instruction for English-language learners with special needs.Intervention in School and Clinic,2005,40(4):231-235
8 Janney R,Snell M.Teachers guides to inclusive practices:Modifying schoolwork.Baltimore:Paul H.Brookes,2004
9 Penno D A,Frank A R,Wacker D P.Instructional accommodations for adolescent students with severe emotional or behavioral disorders.Behavioral Disorders,2000,25(4):325-343
10 Bennett T,Deluca D,Bruns D.Putting inclusion into practice:Perspectives of teachers and parents.Exceptional Children,1997,64(1):115-131
11 卢台华.从个别差异、课程调整与区分性教学的理念谈新修订特殊教育课程纲要的设计与实施.特殊教育季刊,2011,119:1-6
12 Westwood P.Learning and learning difficulties:Approaches to teaching and assessment.Routledge,2013
13 孙美丽,申仁洪.美国特殊教育课程融合取向的设计模式及启示.青海民族大学学报:教育科学版,2011,(2):89-94
14 盛永进.随班就读课程的调整.现代特殊教育,2013,(6):31-33
15 卿春.锦江区随班就读学生课程调整现状研究.硕士论文.成都:四川师范大学,2015
16 魏寿洪,程敏芬.融合教育课程调整研究进展.现代特殊教育,2017,(6):26-32
17 尤丽娜.随班就读智障学生语文课程内容调整与实施的案例研究.硕士论文.上海:华东师范大学,2015
18 朱坤昱.小学普通班教师对特殊需求学生实施课程与教学调整之调查研究.硕士论文.台中:台中教育大学,2010
19 邱上真.普通班教师对特殊需求学生之因应措施、所面对之困境以及所需之支持系统.特殊教育学刊,2001,21:1-26
20 钮文英.小学融合班教师班级经营策略之研究.特殊教育学报,2006,23:147-183
21 Graham S,Harris K R,Fink-Chorzempa B,et al.Primary grade teachers'instructional adaptations for struggling writers:A national survey.Journal of Educational Psychology,2003,95(2):279
23 蒋明珊.普通班特殊需求学生课程调整之探讨及其在国语科应用成效之研究.硕士论文.台北:台湾师范大学,2001
24 McLeskey J,Waldron N L.School change and inclusive schools:Lessons learned from practice.Phi Delta Kappan,2002,84(1):65-72
26 林宛萱.中小学身心障碍资源班教师实施课程与教学调整之现况与困境研究.硕士论文.屏东:屏东教育大学,2013
27 Scott B J,Vitale M R,Masten W G.Implementing instructional adaptations for students with disabilities in inclusive classrooms:A literature review.Remedial and Special Education,1998,19(2):106-119
28魏嘉俊.台东县小学融合班教师对特殊需求学生实施课程与教学调整之调查研究.硕士论文.台东:台东大学,2011
29 许惠菁.小学自然科教师身心障碍学生进行课程与教学调整之知能与行动力研究.博士论文.彰化:台湾彰化师范大学,2016
30 赵勇帅,邓猛.西方融合教育课程设计与实施对我国的启示.中国特殊教育,2015,177(3):9-15
31 颜廷睿,猴雨佳,邓猛.融合教育教师课程执行力的内涵、结构与发展策略分析.中国特殊教育,2017,(7):3-9
2 于素红.上海市普通学校随班就读工作现状的调查研究.中国特殊教育,2011,(4):3-9
3 22钮文英.拥抱个别差异的新典范.台北:心理出版社股份有限公司,2008.349-454
4 25蒋明珊.普通班教师参与身心障碍学生课程调整之研究.国立台湾师范大学特殊教育研究学刊,2004,27:39-58
5 17钮文英.小学普通班认知障碍学生课程与教学调整方案之发展与成效研究.特殊教育与复健学报,2006,15:21-58
6 林坤灿.因应个别障碍学生普通教育课程与教学调整方案之试探研究:以宜兰县小学轻度障碍学生为例.东台湾特殊教育学报,2004,(6):33-64
7 Hoover J J,Patton J R.Differentiating curriculum and instruction for English-language learners with special needs.Intervention in School and Clinic,2005,40(4):231-235
8 Janney R,Snell M.Teachers guides to inclusive practices:Modifying schoolwork.Baltimore:Paul H.Brookes,2004
9 Penno D A,Frank A R,Wacker D P.Instructional accommodations for adolescent students with severe emotional or behavioral disorders.Behavioral Disorders,2000,25(4):325-343
10 Bennett T,Deluca D,Bruns D.Putting inclusion into practice:Perspectives of teachers and parents.Exceptional Children,1997,64(1):115-131
11 卢台华.从个别差异、课程调整与区分性教学的理念谈新修订特殊教育课程纲要的设计与实施.特殊教育季刊,2011,119:1-6
12 Westwood P.Learning and learning difficulties:Approaches to teaching and assessment.Routledge,2013
13 孙美丽,申仁洪.美国特殊教育课程融合取向的设计模式及启示.青海民族大学学报:教育科学版,2011,(2):89-94
14 盛永进.随班就读课程的调整.现代特殊教育,2013,(6):31-33
15 卿春.锦江区随班就读学生课程调整现状研究.硕士论文.成都:四川师范大学,2015
16 魏寿洪,程敏芬.融合教育课程调整研究进展.现代特殊教育,2017,(6):26-32
17 尤丽娜.随班就读智障学生语文课程内容调整与实施的案例研究.硕士论文.上海:华东师范大学,2015
18 朱坤昱.小学普通班教师对特殊需求学生实施课程与教学调整之调查研究.硕士论文.台中:台中教育大学,2010
19 邱上真.普通班教师对特殊需求学生之因应措施、所面对之困境以及所需之支持系统.特殊教育学刊,2001,21:1-26
20 钮文英.小学融合班教师班级经营策略之研究.特殊教育学报,2006,23:147-183
21 Graham S,Harris K R,Fink-Chorzempa B,et al.Primary grade teachers'instructional adaptations for struggling writers:A national survey.Journal of Educational Psychology,2003,95(2):279
23 蒋明珊.普通班特殊需求学生课程调整之探讨及其在国语科应用成效之研究.硕士论文.台北:台湾师范大学,2001
24 McLeskey J,Waldron N L.School change and inclusive schools:Lessons learned from practice.Phi Delta Kappan,2002,84(1):65-72
26 林宛萱.中小学身心障碍资源班教师实施课程与教学调整之现况与困境研究.硕士论文.屏东:屏东教育大学,2013
27 Scott B J,Vitale M R,Masten W G.Implementing instructional adaptations for students with disabilities in inclusive classrooms:A literature review.Remedial and Special Education,1998,19(2):106-119
28魏嘉俊.台东县小学融合班教师对特殊需求学生实施课程与教学调整之调查研究.硕士论文.台东:台东大学,2011
29 许惠菁.小学自然科教师身心障碍学生进行课程与教学调整之知能与行动力研究.博士论文.彰化:台湾彰化师范大学,2016
30 赵勇帅,邓猛.西方融合教育课程设计与实施对我国的启示.中国特殊教育,2015,177(3):9-15
31 颜廷睿,猴雨佳,邓猛.融合教育教师课程执行力的内涵、结构与发展策略分析.中国特殊教育,2017,(7):3-9