摘要
培养卓越特殊教育教师是我国特殊教育事业发展的保障。采用《大学生适应性正式量表》,从专业承诺、专业学习动力、专业学习行为和专业自我效能四个维度,对特殊教育专业卓越班和普通班学生的专业适应性进行了调查研究。结果表明,特殊教育专业卓越班学生的专业适应性总体水平高于普通班学生,两组学生在专业承诺、专业学习动力、专业学习行为和专业自我效能四个维度均有显著差异。从自身能力、教育资源、课程设置三个方面对两组学生存在差异的原因进行分析,并从师德教育、课程目标、评价体系和榜样教育四个方面提出提升特殊教育专业适应性的建议。
Training excellent special education teachers is the guarantee of the development of special education in China.This paper used the University Students Adaptability Questionnaire(USAQ)to investigate the professional adaptability of special education students in excellent class and ordinary class from four dimensions of professional commitment,professional learning motivation,professional learning behavior and professional self-efficacy.The results show that the general level of professional adaptability of special education excellent class is higher than that of ordinary class.There are significant differences in professional commitment,professional learning motivation,professional learning behavior and professional self-efficacy.This paper analyzes the reasons for the differences in three aspects of self-ability,educational resources and curriculum setting,and puts forward suggestions to improve the adaptability of special education majors from four aspects of teacher’s ethics education,curriculum objectives,evaluation system and model education.
作者
魏婷婷
WEI Tingting(School of Special Education,Nanjing Normal University of Special Education Nanjing 210038)
出处
《现代特殊教育》
2021年第12期18-23,共6页
Modern Special Education
基金
江苏省高校哲学社会科学基金项目“卓越班学生专业适应性与学业自我效能感的研究——基于高师特殊教育本科专业”(2017SJB0644)的研究成果。
关键词
卓越班
专业适应性
专业承诺
专业学习动力
专业学习行为
专业自我效能
excellent class
professional adaptability
professional commitment
professional learning motivation
professional learning behavior
professional self-efficacy
