摘要
党的二十大报告提出“加快建设高质量教育体系”“强化特殊教育普惠发展”,为构建中国特色的特殊教育发展路径起到了提纲挈领的作用。从我国特殊儿童不同教育安置的数量占比和近年来颁布的特殊教育相关政策文件的内容分析,可以看出推进融合教育是我国特殊教育的发展趋势。融合教育的内涵表现在三个方面:落实公平保障的发展目标、推进差异教学的实施、构建共生共融的支持体系。在新发展阶段,探讨我国融合教育本土化发展的应然与实然基础能够为融合教育落地提供强有力依据。为促进融合教育本土化发展,本文探讨了生态系统理论、后现代主义理论以及因材施教思想对我国融合教育本土化的影响,并对教育安置、政策法规、师资建设、思想观念等方面进行了一系列探索。
The report of the 20th National Congress of the CPC proposes speeding up the construction of high-quality education system and strengthening the public-benefit orientation of special education development, which will play a leading role in setting up the development path of special education with Chinese characteristics. The analysis of the proportion of different educational placements for children with special needs and the content of policies for special education issued in recent years shows that promoting inclusive education is the development trend for special education in China. The connotation of inclusive education is embodied in three aspects: implementing the development goal of equity, promoting the implementation of differential teaching, and building a symbiotic and inclusive support system. In the new development stage, exploring the necessity and reality of inclusive education localization can provide a strong basis for its implementation. In this paper we discussed the influence of ecological system theory, post-modernism theory and thought of teaching students according to their aptitude on the localization of inclusive education in China, and made a series of exploration in educational placement, policies and regulations, teacher development and ideology.
作者
赵斌
冯诗瑶
张瀚文
ZHAO Bin;FENG Shiyao;ZHANG Hanwen(Faculty of Education,Southwest University,Chongqing,400715)
出处
《中国特殊教育》
CSSCI
北大核心
2022年第12期9-15,共7页
Chinese Journal of Special Education
基金
重庆市教育科学“十四五”规划2022年度重点课题“重庆市特殊教育资源中心建设研究”(课题批准号:K22YB202011)研究成果。
关键词
融合教育
本土化
理论基础
实践探索
inclusive education
localization
theoretical foundation
practical exploration
