摘要
为了解特殊教育学校教师融合教育专业素养情况,采用问卷对207名特殊教育学校教师进行调查研究。结果显示:特校教师融合教育素养水平中等偏上,各维度从高到低的得分依次是专业支持、专业态度、专业知识和专业技能;融合教育受训次数对特校教师的专业知识和专业技能有显著影响;不同教龄特教学校教师的专业知识有显著差异;教授不同学段的特教学校教师在专业态度和专业支持方面存在显著差异;不同职称的特殊教育教师在专业态度上存在显著差异。最后,据此分析现状及可能原因并从教育行政部门、学校和教师的角度提出建议。
In order to understand the professional literacy of special education school teachers,207 special education school teachers were investigated by questionnaire.The results show that:the level of inclusive education literacy of special school teachers is above average,and the scores of each dimension from high to low are professional support,professional attitude,professional knowledge and professional skills.The number of training has a significant impact on teachers'professional knowledge and skills.There are significant differences in the professional knowledge of integrated education among teachers of different teaching ages.There are significant differences in professional attitude and professional support among special education teachers with different teaching periods.Special education teachers with different professional titles have significant differences in the professional attitude of inclusive education.Finally,based on this,this paper puts forward some suggestions from the angles of education administrative departments,schools and teachers.
作者
李秀
Li Xiu(Institute of Special Education,Leshan Normal University,Leshan,Sichuan 614000)
出处
《绥化学院学报》
2021年第7期117-123,共7页
Journal of Suihua University
基金
四川省特殊教育发展研究中心2019年度课题“小学融合教育教师工作压力、应对策略与社会支持的现状与关系研究”(SCTJ-2019-01)研究成果。
关键词
特殊教育学校教师
融合教育
专业素养
special education school teachers
inclusive education
professional literacy
