摘要
随班就读经过二十年的发展,已经成为我国特殊教育发展的主体,提高随班就读教育教学质量成为特殊教育面临的新任务。本研究认为,差异教学适应了特殊教育发展对教师教学能力提高的要求,通过对随班就读教师差异教学能力构成的研究,得到以下结论:在随班就读中实施的差异教学是差异教学的一种实践形式,随班就读教师差异教学能力可以用一般教学能力模型来进行构成分析。由于随班就读学生有特殊教育的需要,随班就读教师应具有比普通教师更为宽厚的知识结构,除了具有普通教育的知识、技能以外,还需要特殊教育知识、技能。同时,随班就读教师获取校内外资源、主动运用随班就读支持保障体系的能力,也是随班就读教师的差异教学能力之一。
Having been developed for 20 years, learning in regular class （LIRC） has been the main body of special education in China. Improving the teaching and learning quality of LIRC turns to be a new task of special education. The research shows that differentiating instruction may meet the needs of improving teachers＇ teaching competence. Differentiating instruction is a kind of teaching style carried in the LIRC. Teachers＇ teaching competence for differentiating instruction can be analyzed through general teaching competence model. Because of the LIRC Students＇ needs of special education, LIRC teachers should have a wider structure in knowledge than common teachers and should master knowledge and skills of special education in addition to those of the general education. Moreover, LIRC teachers＇ ability of obtaining teaching resources within or outside school and applying LIRC supporting system is also one of the teaching competences.
出处
《中国特殊教育》
CSSCI
北大核心
2009年第1期25-33,共9页
Chinese Journal of Special Education
关键词
随班就读教师
差异教学能力
能力构成
teachers of learning in regular class
differentiating instruction competence
competence composition
