摘要
通过自编问卷对县级小学教师随班就读态度进行调查研究。研究发现,28.99%的教师表示所教班级有随班就读儿童,31.51%的教师认为还存在正常就读的特殊教育需要儿童。教师对随班就读的态度存在矛盾性,46.22%的教师表示支持随班就读政策,而只有15.10%的教师选择随班就读作为最佳安置模式。态度维度测查表明,个人执教态度、融合趋势认同最高,随班就读的积极效果和消极效果判定程度无显著差异。教师支持随班就读倾向“理想原则”,选择安置模式倾向“现实原则”。
Through self-compiled questionnaires,we investigated the attitudes of county-level primary school teachers to handicapped children studying in regular class.The study found that 28.99%of teachers said that their classes had children in regular classes,and 31.51%of teachers believed that there are children with special educational needs who are in normal school.Teachers attitudes towards learning in regular classes are contradictory.46.22%of teachers expressed support for the policy,while only 15.10%of teachers chose regular classes as the best placement model.The attitude dimension test showed that personal coaching attitudes and integration trends are the highest,and there is no significant difference in the degree of positive effect and negative effect.The research believes that teachers support for learning in regular classes is biased towards the ideal principle,teachers choice of placement mode is biased towards the principle of reality.
作者
赵静
黄姗
王国花
ZHAO Jing;HUANG Shan;WANG Guo-hua(Education Department of Longnan Teachers College,Chengxian 742500,China)
出处
《林区教学》
2022年第3期111-115,共5页
Teaching of Forestry Region
基金
甘肃省教育科学规划课题“全纳教育视域下普通师范院校融合通识课程建设与实践研究”(编目编号:GS[2020]GHB4790)。
关键词
随班就读
残障儿童
融合趋势认同
个人执教态度
逃避承担倾向
studying in regular classes
children with disabilities
identification of integration trends
personal coaching attitudes
tendency to avoid commitment
