国外职前融合教育教师培养模式及其对我国的启示

doi:10.3969/j.issn.1005-2232.2015.01.013

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摘要融合教育的普及与质量提升对融合教师提出了更高的要求。当前教师培养的模式需要进行调整以应对融合教育带来的挑战。本文对国外两种主要的融合教育教师培养模式进行了介绍，分析了两种模式的课程调整方式、课程调整内容、课程实施方式以及两种模式各自的优缺点，并在此基础上，针对我国的融合教师培训现状，提出了融合教师培养的若干建议。

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	倪萍萍
	昝飞

关键词 ：融合教育, 融合教育教师, 培养模式

Abstract：With the increased implementation and high standards of inclusive education, teacher educators have been challenged to make changes in programs to prepare pre-service teachers to meet this challenge. This article introduces the two mainly adopted inclusive teacher education models in foreign countries, and analyzes their changes in curricular approach, curricular content, curricular implementation form and their advantages and disadvantages. Based on the analysis of foreign inclusive teacher education model and current teacher education condition in China, several suggestions about China’s inclusive education are put forward.

Key words： inclusive education inclusive education teacher teacher education model

收稿日期: 2014-10-23

PACS:

G451.4

基金资助:

华东师范大学学前教育与特殊教育学院科研创新项目成果。

通讯作者: 昝飞 E-mail: fzan@spe.ecnu.edu.cn

作者简介: 倪萍萍，华东师范大学特殊教育学系硕士研究生；昝飞，华东师范大学特殊教育系副教授。

引用本文:

倪萍萍, 昝飞. 国外职前融合教育教师培养模式及其对我国的启示[J]. 基础教育, 2015, 12(1): 93-99. NI Ping-Ping, ZAN Fei. Pre-service Inclusive Teacher Education Model in Foreign Countries and Its Inspiration. JSS, 2015, 12(1): 93-99.

链接本文:

https://jss.ecnu.edu.cn/CN/10.3969/j.issn.1005-2232.2015.01.013 或 https://jss.ecnu.edu.cn/CN/Y2015/V12/I1/93