摘要
运用三个标准化量表,调查305名学前教育专业师范生对融合教育的态度、忧虑和实施融合教育的效能感。研究结果表明,学前教育师范生对融合教育持相对消极态度,其中对感官残疾学生的态度尤为消极;对课堂实施融合教学的困难并不忧虑;融合教育的自我效能感相对较高,其中合作效能感最高。同时还发现,对融合教育的忧虑是唯一能解释融合教育态度的变量。通过对学前教育师范生对融合教育持消极态度的原因的讨论,对融合教师教育课程和培养计划提出了建议。
In the current study,a cohort of 305 pre-school student teachers completed the Attitudes toward Inclusive Education Scale (ATIES),Concerns about Inclusive Education Scale (CIES),and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP). The results showed that student teachers held a relatively negative attitude toward inclusion,and were least positive about students with sensory disabilities;they were not concerned about the implementation of inclusive teaching in the classroom.In contrast,they had a higher sense of self-efficacy toward inclusive education,among which cooperative efficacy was the highest. In addition,concerns about inclusive education was identified as the only predictor of the attitude towards inclusion.Finally,the reasons why negative attitude towards inclusive education were briefly discussed,and some suggestions on the inclusive teacher education curriculum and training program had been put forward.
作者
陈光华
昝飞
CHEN Guanghua;ZAN Fei(College of Pre-school and primary school education,Shenyang Normal University Shenyang 110034;Department of Special Education,East China Normal University Shanghai 200062)
出处
《现代特殊教育》
2018年第14期37-43,共7页
Modern Special Education
基金
2015年度教育部人文社会科学研究青年基金项目"基于服务学习的全纳教师教育理论与实践探索"(15YJC880005)成果
关键词
融合教育
态度
忧虑
自我效能感
教师教育
inclusive education
attitudes
concerns
self-efficacy
teacher education
