我国融合教育资源教室建设与运作的思考
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摘要
资源教室建设与运作的科学性是融合教育质量提升的重要保障。本文针对当前我国普通学校中资源教室建设与运作中存在的问题进行反思,试图为建设符合我国国情的资源教室运作体系提供借鉴。文章指出,资源教室建设与运作中存在着偏重康复、具有内部隔离以及建设数量与实际需求不匹配的问题;提出我国资源教室建设应从学校整体发展规划入手,注重资源教室对学校发展的反拨效应;要重视资源教室与其他教室之间相互补充、资源教师与普通教师之间相互协同的关系构建,推动资源教室的联动效应;最后提出以资源教室中特色课程群的建设带动资源教室的反拨效应与联动效应发展,实现资源教室科学运作等建议。
How to build and run resource room is vital in inclusive education This paper examines problems in the construction and operation of the resource room in China, and aims to provide new clues for establishing the operation system of resource room suitable to China's situation The paper argues that there are some problems in the construction of resource room,such as emphasis on rehabilitation, internal isolation, and the mismatch between the construction quantity and actual demand It is suggested that the construction of resource rooms in China should start with the overall development of schools and pay attention to the backwash effect of resource rooms on the development of schools, mutual complementarity between resource rooms and other classrooms, and mutual coordination between resource teachers and ordinary teachers, so as to promote the connected effect of resource rooms Finally, this paper points out that with the construction of characteristic courses in resource rooms, the backwash and connected effects will be promoted to realize the scientific operation of resource rooms
How to build and run resource room is vital in inclusive education This paper examines problems in the construction and operation of the resource room in China, and aims to provide new clues for establishing the operation system of resource room suitable to China's situation The paper argues that there are some problems in the construction of resource room,such as emphasis on rehabilitation, internal isolation, and the mismatch between the construction quantity and actual demand It is suggested that the construction of resource rooms in China should start with the overall development of schools and pay attention to the backwash effect of resource rooms on the development of schools, mutual complementarity between resource rooms and other classrooms, and mutual coordination between resource teachers and ordinary teachers, so as to promote the connected effect of resource rooms Finally, this paper points out that with the construction of characteristic courses in resource rooms, the backwash and connected effects will be promoted to realize the scientific operation of resource rooms
引文
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[17]李拉?关于资源教室性质的几点认识?现代特殊教育,2017,15:9-11?
[18]赵梅菊?美国资源教室对学习障碍儿童教学质量的分析与启示?残疾人研究,2018,2:79-85?
[19]邓猛,朱志勇?随班就读与融合教育-中西方特殊教育模式的比较?华中师范大学学报(人文社会科学版),2007,46(4):125-129?
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[23]Cook.L,Friend.M?Co-Teaching:Guidelines.for.Creating.Effective.Practices?Focus.on.Exceptional.Children,1995,28(3):1-16?
[24]King-sears.M.E?Best.Academic.Practices.for.Inclusive.Classrooms?Focus.on.Exceptional.Children,1997,29(7):1-22?
[25]邓猛,景时,李芳?关于培智学校课程改革的思考?中国特殊教育,2014,12:28-32?
[26]王梅?资源教室建设中的问题与解决策略?现代特殊教育,2008,12:16-18?
[2]颜廷睿,邓猛?西方全纳教育效果的研究分析与启示?中国特殊教育,2013,3:4-8?
[3]Davis.H.E?The.Comparison.of.Student.Performance.in.a.Co-taught/Inclusive.Setting.and.a.Pull-out/Replacement.Environment?Caldwell.University,2016,42-43?
[4]徐美贞,杨希洁?资源教室在随班就读中的作用?中国特殊教育,2003,4:13-18?
[5]李欢,黄文桥?我国大陆地区与台湾地区资源教室政策的比较研究?现代特殊教育,2018,14:75-81?
[6]佘丽,冯帮?近二十年我国资源教室的研究现状及建议?中国特殊教育,2017,8:22-26?
[7]奎媛,雷江华?我国台湾地区资源教室的发展与启示?中国特殊教育,2016,5:3-8?
[8]北京市融合教育资源教室办学条件标准细则研制组?北京市融合教育资源教室(中心)办学条件标准(设备类)细则的研究与思考?中国现代教育装备,2015,24:13-16?
[9]奎媛,雷江华?北上广资源教室政策的比较与启示?中国特殊教育,2016,12:3-9?
[10]邓猛,卢茜?医教结合:特殊教育中似热实冷话题之冷思考?中国特殊教育,2012,1:6-10?
[11]刘瑞霞?资源教室最大化利用的实践尝试?现代特殊教育,2015,11:67-69?
[12]邓猛?普通班运用合作教学教育学习有困难的学生的基本策略?教育研究与实验,2001,2:47-52?
[13]孙颖?北京市资源教室建设现状与发展对策?中国特殊教育,2013,1:22-26?
[14]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?
[15]江小英,牛爽爽,邓猛?北京市普通中小学融合教育基本情况调查报告?现代特殊教育,2016,19:22-27?
[16]Wiener.J,Tardif.C.Y?Social.and.Emotional.Functioning.of.Children.with.Learning.Disabilities:Does.Special.Education.Placement.Make.a.Difference?Learning.Disabilities.Research.and.Practice,2010,19(1):20-32?
[17]李拉?关于资源教室性质的几点认识?现代特殊教育,2017,15:9-11?
[18]赵梅菊?美国资源教室对学习障碍儿童教学质量的分析与启示?残疾人研究,2018,2:79-85?
[19]邓猛,朱志勇?随班就读与融合教育-中西方特殊教育模式的比较?华中师范大学学报(人文社会科学版),2007,46(4):125-129?
[20]Friend.M,Bursuck.W?Including.Students.with.Special.Needs:A.Practical.Guide.for.Classroom.Teachers?Classroom.Techniques,1996,6:522?
[21]Kauffman.J.M?How.we.might.achieve.the.radical.reform.of.special.education?Exceptional.Children,1993,60(1):6-16?
[22]王和平,肖洪莉?随班就读资源教师工作及其专业培训的思考?中国特殊教育,2017,6:45-51?
[23]Cook.L,Friend.M?Co-Teaching:Guidelines.for.Creating.Effective.Practices?Focus.on.Exceptional.Children,1995,28(3):1-16?
[24]King-sears.M.E?Best.Academic.Practices.for.Inclusive.Classrooms?Focus.on.Exceptional.Children,1997,29(7):1-22?
[25]邓猛,景时,李芳?关于培智学校课程改革的思考?中国特殊教育,2014,12:28-32?
[26]王梅?资源教室建设中的问题与解决策略?现代特殊教育,2008,12:16-18?