摘要
社会支持是融合教育的重要组成部分,是融合教育成功与否的关键要素。教师是实施融合教育的主体,教师感知到的社会支持在一定程度上反映了融合教育获得的社会支持。本研究随机选取347名班上有特殊幼儿的教师进行问卷调查,结果发现教师感知的社会支持总体处于中等偏上水平,不过各维度得分不均衡,其中行政支持维度得分最高,专业支持维度得分最低。幼儿园类型、融合教育资源配置情况、教龄是影响教师社会支持感知水平的重要因素。民办园、融合教育试点园、配备资源教师、设立资源教室的幼儿园的教师感知的社会支持水平在不同维度上显著更高。教龄越低,教师感知的社会支持水平越高。要促进学前融合教育的发展,就需要提高对教师的社会支持,为此政府应继续推进融合教育试点园建设,为融合幼儿园设立资源教室并配备资源教师,加大对年轻教师的支持力度,开展更具针对性的培训与指导。
Social support is an important factor to promote the development of inclusive education.This study randomly selected 347 preschool inclusive teachers in China to investigate the current situation and influencing factors of social support perceived by them.The findings indicated that the level of social support perceived by teachers was generally above average.The participants scored the highest on administrative support and the lowest on professional support.Teachers from private kindergartens,inclusive education pilot kindergartens,kindergartens equipped with resource classrooms and resource teachers perceived higher level of social support.Teachers who had fewer years of teaching experience did the same.To promote preschool inclusive education in China,more support should be given to public and private inclusive kindergarten teachers,including constructing more inclusive education pilot kindergartens,building more resource classrooms,authorizing positions for resource teachers,and providing more targeted inclusive education training.
作者
陈娇
张瑶
汪甜甜
邓猛
CHEN Jiao;ZHANG Yao;WANG Tiantian;DENG Meng(Faculty of Education,Beijing Normal University,Beijing 100875 China;Faculty of Education,East China Normal University,Shanghai 200062 China;School of Education,Northwest Normal University,Lanzhou 730070 China)
出处
《学前教育研究》
CSSCI
北大核心
2022年第8期27-36,共10页
Studies in Early Childhood Education
基金
北京师范大学2020-2021学年博一学科交叉基金项目(编号:BNUXKJC2005)
西北师范大学2020年度青年教师科研能力提升计划项目(编号:NWNU-SKQN2020-24)。
关键词
融合教育
学前教育
社会支持
inclusive education
preschool education
social support
