融合教育视野下中捷普通中小学对特殊需要儿童体育教育支持的比较研究

发布时间：2018-05-05 05:04

本文选题：融合教育 + 普通中小学　；参考：《上海体育学院》2015年硕士论文

【摘要】：《世界人权宣言》和《人人受教育世界宣言》正式宣告了每一个儿童都享有受教育的权利。融合和参与体现了人的尊严,是个体享受与实施人权的基础。融合教育将普通儿童与特殊需要儿童放在同一教学环境下,使之平等接受教育,并在教育过程中最大限度的实现特殊需要儿童的机会平等、全面参与和全面发展。特殊需要儿童在身体健康、心理健康和社会适应等方面处于明显弱势,在普通中小学的环境中要实现他们各方面的发展,要给予他们适宜的帮助和支持,使他们能够真正的融入主流教育环境。学校体育教育对于他们来说有着其他科目无法比拟的作用。体育运动可以增强他们身体素质、改善身体形态,培养团队合作精神和坚强意志品质,提高社会适应能力;并提供机会让他们与普通儿童彼此了解,互相理解,互帮互助,从而实现融合教育的主旨。本文采用文献资料法、访谈法和田野调查法,从融合教育视角下以捷克共和国与我国的普通中小学对特殊需要儿童的体育教育支持为研究对象,从安置支持、政策支持、师资支持和课程支持四个方面对捷克境内的布尔诺市和兹林市的3所中小学以及我国上海市内的14所中小学进行体育教师访谈和体育课实地考察,对中国和捷克开设特殊教育(体育)专业的院校进行访谈和实地考察。结论:1.安置支持方面,宏观上中捷都以普通中小学融合式体育教育安置为主体形式;微观上,具体体育课堂中捷克较之于我国特殊需要儿童参与度高,融合较好。2.政策支持方面,捷克与中国的特殊教育和特殊体育立法相差不大,捷克的法规支持更详细具体,能较快出台配套方案。3.师资支持方面,捷克普通中小学体育教师学历较我国高,职前培养三种模式,开始较早,规模相对较大,一体化程度高;我国职前培养两种模式,起步较晚,规模相对较小,尚未形成一体化培养体系。捷克比我国的职后培养支持力度大。4.课程支持方面,捷克普通中小学有系统的针对性补救体育课程,我国以渗透融合教育理念,但尚未成体系,缺乏针对性课程。建议:1.维护特殊需要儿童的体育权利,努力实现体育教育中的真正融合。2.健全政策法规,加大政府支持,切实政策的执行力。3.拓宽培养渠道,提高有特殊体育教育能力师资的数量和质量。4.深化融合教育理念,加快特殊需要儿童的体育课程开发。
[Abstract]:The Universal Declaration of Human Rights and the World Declaration on Education for all proclaim the right of every child to education. Integration and participation embody human dignity and are the basis for individual enjoyment and implementation of human rights. Integration education places ordinary children and children with special needs in the same teaching environment, so that they can receive education equally, and realize equal opportunities, full participation and all-round development of children with special needs in the process of education. Children with special needs are at a significant disadvantage in terms of physical health, mental health and social adaptation. In order to achieve their development in all aspects in the environment of ordinary primary and secondary schools, children with special needs should be given appropriate help and support. To enable them to truly integrate into the mainstream education environment. Physical education in schools has an incomparable role for them in other subjects. Sports can enhance their physical fitness, improve their physical form, develop teamwork and strong will, improve their ability to adapt to society, and provide opportunities for them to understand, understand and help each other with ordinary children. In order to achieve the purpose of integrated education. Based on the methods of literature, interview and field investigation, this paper takes the support of physical education for children with special needs in the Czech Republic and China's primary and secondary schools as the research object, from the perspective of integration education, from the perspective of placement support and policy support. Teachers and curriculum support from four aspects of the Czech city of Brno and Zlin city of three primary and secondary schools and 14 primary and secondary schools in Shanghai, China's physical education teachers interviews and physical education class field visits, Interview and field study of special education (sports) colleges and universities in China and the Czech Republic. Conclusion 1. In terms of resettlement support, macroscopically China and Czech take the integration of physical education in ordinary primary and secondary schools as the main form; microcosmic, the Czech children with special needs in the specific physical education classroom participation is higher, integration is better. 2. In terms of policy support, the Czech Republic and China's special education and special sports legislation is not much different, Czech laws and regulations support more detailed and specific, can quickly come up with a supporting program. In terms of teacher support, the Czech ordinary primary and secondary school physical education teachers have higher academic qualifications than our country, and the three modes of pre-service training begin earlier, have a relatively large scale, and have a high degree of integration, while the two modes of pre-service training in our country start later and have a relatively small scale. An integrated culture system has not yet been formed. Czech post training support than our country. 4. 4. In the aspect of curriculum support, Czech elementary and middle schools have systematic targeted remedial physical education curriculum, but our country has permeated the concept of integrated education, but it is not yet systematic and lacks targeted curriculum. Suggestion 1. Safeguard the sports rights of children with special needs, and strive to realize the true integration of physical education. Improve policies and regulations, increase government support, practical implementation of policies. 3. Broaden the training channels, improve the number and quality of teachers with special physical education ability. Deepen the concept of integrated education and accelerate the development of physical education curriculum for children with special needs.
【学位授予单位】：上海体育学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.96

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