内蒙古地区随班就读学校资源教室建设及对策
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摘要
资源教室承担着为特殊儿童、普通学生、教师乃至于家长等多主体提供咨询、指导以及多方服务的职能。研究采用访谈调查的方法,着重从资源教师的视角,了解内蒙古地区东西部盟市6个学校资源教室建设运作的基本情况及发展中存在的问题。发现资源教室建设和运行中存在专业知识技能不足,欠缺人员、经费等条件保障,缺乏双语资源及双语特教师资,普通班教师和家长不认同、不配合等等问题。并提出合理规划配置,出台地方规范资源教室建设的指导性政策,强化多元化分层培训,提高民族特教师资的知识和技能,并且建立健全多方合作的机制等发展对策。
resource classrooms undertake the functions of providing advice,guidance and multi service for special children,ordinary students,teachers and even parents.Based on the interview method,this study focuses on the basic situation and problems in the development and operation of six school resource classrooms in the eastern and Western League cities of Inner Mongolia from the perspective of resource teachers.It is found that there are insufficient professional knowledge and skills,lack of personnel and funds,lack of bilingual resources and bilingual teachers in the resource classroom construction and operation.It also puts forward reasonable planning and allocation,promulgate the guiding policies for local standard resource classroom construction,strengthen diversified stratified training,improve knowledge and skills of national special teachers,and establish and improve the mechanism of multi party cooperation.
resource classrooms undertake the functions of providing advice,guidance and multi service for special children,ordinary students,teachers and even parents.Based on the interview method,this study focuses on the basic situation and problems in the development and operation of six school resource classrooms in the eastern and Western League cities of Inner Mongolia from the perspective of resource teachers.It is found that there are insufficient professional knowledge and skills,lack of personnel and funds,lack of bilingual resources and bilingual teachers in the resource classroom construction and operation.It also puts forward reasonable planning and allocation,promulgate the guiding policies for local standard resource classroom construction,strengthen diversified stratified training,improve knowledge and skills of national special teachers,and establish and improve the mechanism of multi party cooperation.
引文
[1]徐美贞,杨希洁.资源教室在随班就读中的作用[J].中国特殊教育,2003(4).
[2]许家成,周月霞.资源教室的建设与运作[M].北京:华夏出版社,2006.
[3]余丽,冯帮.近20年我国资源教室的研究现状及建议[J].中国特殊教育,2017(8).
[4]王振德.资源教室的理念与实施[J].中国特殊教育,1997(3).
[5]杨希洁,徐美贞.北京市随班就读小学资源教室初期运作基本情况调查[J].中国特殊教育,2004(6).
[6]孙颖.北京市资源教室建设现状与发展对策[J].中国特殊教育,2013(1).
[7]李娜,张福娟.上海市随班就读学校资源教室建设和运作现状的调查研究[J].中国特殊教育,2008(10).
[8]柯懿真,卢台华.资源教师与普通班教师实施合作教学之行动研究——以一个国小二年级班级为例[J].台湾:特殊教育研究学刊,2005(29)2.
[9]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[J].现代特殊教育(高教),2016(7).
[10]伊丽斯克,邓猛.多元文化视野下少数民族特殊教育发展的思考[J].中国特殊教育,2014(1).
[11]颜瑞隆.从社会资本观点谈台湾融合教育的发展[J].台湾:特殊教育季刊,2014(133).
[2]许家成,周月霞.资源教室的建设与运作[M].北京:华夏出版社,2006.
[3]余丽,冯帮.近20年我国资源教室的研究现状及建议[J].中国特殊教育,2017(8).
[4]王振德.资源教室的理念与实施[J].中国特殊教育,1997(3).
[5]杨希洁,徐美贞.北京市随班就读小学资源教室初期运作基本情况调查[J].中国特殊教育,2004(6).
[6]孙颖.北京市资源教室建设现状与发展对策[J].中国特殊教育,2013(1).
[7]李娜,张福娟.上海市随班就读学校资源教室建设和运作现状的调查研究[J].中国特殊教育,2008(10).
[8]柯懿真,卢台华.资源教师与普通班教师实施合作教学之行动研究——以一个国小二年级班级为例[J].台湾:特殊教育研究学刊,2005(29)2.
[9]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[J].现代特殊教育(高教),2016(7).
[10]伊丽斯克,邓猛.多元文化视野下少数民族特殊教育发展的思考[J].中国特殊教育,2014(1).
[11]颜瑞隆.从社会资本观点谈台湾融合教育的发展[J].台湾:特殊教育季刊,2014(133).