摘要
美国将绝大多数特殊学生纳入普通教育范畴,并为重度障碍学生制订了以融合教育为导向的连接型课程标准。分析美国路易斯安那州重度障碍学生连接型数学课程标准,发现其目标清晰具体,内容全面连贯,实施操作性强,评估系统完善,从而得出以下启示:我国应增加以融合教育为导向的课程标准,强化课程目标、课程内容的连贯性与规律性,提高课程标准实施的可操作性,给予融合教育学生高期望和构建全面完善的评估系统。
The United States has included the vast majority of special students in the general education category,and has developed inclusive education-oriented and connected curriculum standards for students with severe disabilities.However,in China,only children and adolescents of all kinds of disabled age who have the ability to receive general education can enter the general education system,and there are no relevant inclusive education curriculum standards.By analyzing the connected mathematics curriculum standards for severely disabled students in Louisiana,USA,it is found that the goals are clear and specific,the contents are comprehensive and coherent,the implementation is strong and the evaluation system is perfect,and the following enlightenment can be obtained:China should increase curriculum standards oriented by inclusive education,strengthen the consistency and regularity of curriculum objectives and content,improve the operability of the implementation of curriculum standards,give students high expectations of inclusive education and build a comprehensive and perfect evaluation system.
作者
何红艳
王世滢
马兰
刘春玲
王和平
HE Hongyan;WANG Shiying;MA Lan;LIU Chunling;WANG Heping(Department of Special Education,Faculty of Education,East China Normal University,Shanghai,200333)
出处
《现代特殊教育》
2021年第16期36-40,共5页
Modern Special Education
关键词
融合教育
数学课程标准
重度障碍学生
美国路易斯安那州
inclusive education
mathematics curriculum standards
students with severe disabilities
Louisiana USA
