学前视障儿童教育课程开发的个案研究

发布时间：2018-02-26 16:48

本文关键词： 视障儿童学前教育课程开发个案研究　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：过去十年来,视障儿童的学前教育得到了一定的发展,但就教育课程而言,还没有像针对九年义务教育学龄阶段的视障、听障、智障儿童那样形成一套比较科学、规范、系统、完整的课程来指导教师教学,国内关于学前视障儿童教育课程开发的研究还处于起步阶段,主要集中在课程设置的理论探讨和零散的关于教学方法策略研究方面,关于学前视障儿童教育课程开发的深入研究不多。本研究主要以个案研究的质化研究方式为主,辅以量的研究,通过文献资料搜集、问卷调查、个案学校实地观察、访谈、文本分析等方法,选取广州市启明学校(原盲人学校)幼儿部作为研究对象并收集其学前教育课程开发的相关资料,主要围绕个案盲校“为何进行学前教育课程开发”、“课程设计和实施的运作状况”、“课程实施效果的调查和访谈”和“课程开发的问题和思考”等多方面展现国内盲校学前教育课程开发状况,结合各类调查对象、访谈人员和视障儿童教育专家的建议,提出课程开发调整和改进的建议和对策,有利于管中窥豹,一叶知秋,可以为各盲校的学前教育课程开发提供样板和参考,以促进全国盲校学前教育课程体系的不断发展和完善。本次研究结论如下:首先,尽管存在许多缺点与不足,个案盲校学前教育课程的开发与实践能够让视障儿童接受比较科学、系统、规范、完整的学前教育与训练,能够较好地对视障儿童进行缺陷补偿、功能康复以及潜能挖掘,有利于他们今后的身心健康发展。其次,未来个案盲校学前教育课程开发需改进以下几点:一是课程目标需要兼顾视障儿童身心发展的特殊性;二是课程设置需要考虑视障儿童身心发展的整体性;三是课程实施应加强整合性和实践性,形式多样化和游戏化;四是课程评价方式应多元化、科学化和规范化;五是提高幼儿教师、家长和小学教师等的课程开发参与度,共同做好课程开发与建设工作。
[Abstract]:In the past ten years, preschool education for visually impaired children has been developed to a certain extent, but in terms of educational curricula, there has not been a set of relatively scientific, standardized and systematic education for children with visual impairment, hearing impairment and intellectual disabilities like those in the school-age period of nine-year compulsory education. The domestic research on the curriculum development of preschool children with visual impairment is still in its infancy, mainly focusing on the theoretical discussion of curriculum setup and the scattered research on teaching methods. There are few in-depth studies on the curriculum development of preschool children with visual impairment. This study mainly focuses on the qualitative research method of case study, supplemented by quantitative research, through literature collection, questionnaire survey, case school field observation, interviews, etc. Text analysis and other methods, selected Qiming School of Guangzhou (original School for the Blind) as the research object and collect the relevant data of pre-school education curriculum development, Mainly around the case school for the blind "why the preschool education curriculum development", "curriculum design and implementation of the operational situation", "curriculum implementation of the investigation and interviews" and "curriculum development problems and thinking" and other aspects of the show of domestic blindness. The status of curriculum development in pre-school education, Combined with the suggestions of various survey subjects, interviewees and education experts for visually impaired children, the suggestions and countermeasures for curriculum development adjustment and improvement are put forward, which will be beneficial to the tube-peeping leopard, Yiye Zhiqiu, This study can provide a model and reference for the development of preschool education curriculum in schools for the blind, in order to promote the continuous development and improvement of the curriculum system of preschool education in schools for the blind. The conclusions of this study are as follows: first, although there are many shortcomings and shortcomings, The development and practice of preschool education curriculum in case school for the blind can enable children with visual impairment to receive more scientific, systematic, standardized and complete pre-school education and training, and can better compensate for the defects of children with visual impairment, functional rehabilitation and potential mining. It is beneficial to their physical and mental development in the future. Secondly, the curriculum development of preschool education in the future case school for the blind needs to be improved as follows: first, the curriculum goal needs to take into account the particularity of the physical and mental development of children with visual impairment; Second, curriculum design needs to consider the integrity of physical and mental development of visually impaired children; third, curriculum implementation should strengthen integration and practicality, form diversification and play, fourth, curriculum evaluation methods should be diversified, scientific and standardized; Fifth, to improve the participation of preschool teachers, parents and primary school teachers in curriculum development and construction.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G761;G612

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