特校教师的无障碍环境知识、态度及校园无障碍环境建设的关系研究

发布时间：2018-04-17 07:38

本文选题：特校教师 + 无障碍环境知识　；参考：《西南大学》2017年硕士论文

【摘要】：纵观新中国特殊教育的发展,从建国初到二十世纪八十年代中期,特殊教育学校一直是我国大陆特殊儿童教育安置的主要形式。随着特殊教育的发展,我国已经形成“以大量的特教班和随班就读为主体、以一定数量的特殊教育学校为骨干”的特殊儿童教育安置形式。对于特殊儿童而言,校园中无障碍的学习及生活环境是他们享受优质的适性教育以及融合教育的重要保障,因此,无论是特殊教育学校还是普通学校,都应该加强无障碍校园环境建设。国务院发布的《特殊教育提升计划(2014-2016)》中,也明确提出了“加强条件保障,改善特殊教育办学条件,加强残疾学生学习和生活无障碍设施建设”的要求。无障碍校园环境的主要目的在于去除标签,让特殊学生能够在一个尊重、关怀及接纳的环境中学习与成长。当越来越多的特殊学生走进各级各类学校,享受平等教育权利的时候,无障碍校园环境的建设就变得更为重要。目前,我国对校园无障碍环境的研究大多停留在理论层面。学者们侧重于校园无障碍环境的概念、内涵、意义等方面,提出的关于无障碍环境构建的建议也仅仅是基于某些理论和原则,缺乏实证调查,提出的对策建议比较理想化。有少量关于校园无障碍环境的实证研究都是基于建筑学理论,没有从特殊教育视角进行研究。行为改变理论认为,必须以知识为基础,态度为动力,才能促进行为改变。同时,增加知识是改变行为的必要条件,但知识自身并不一定能直接导致行为的改变,态度反映行为的倾向性,只有先改变态度才能转变行为,并改善最终的行为结果。因此本研究以特校教师作为研究对象,对其无障碍环境知识和态度进行调查,并对样本教师分布的九所特殊教育学校的校园无障碍环境建设进行了实地调查,最后探讨了三者之间的内在关系,为进一步提高特校教师的无障碍环境知识水平和转变态度提供实证证据,为更好推进我国各级各类学校(本研究中指特殊教育学校)无障碍环境建设提供参考和建议。本研究结果发现:(1)自编的《特校教师的无障碍环境态度问卷》,符合教育测量学的要求,具有良好的信效度,可以作为研究的测量工具。(2)特校教师的无障碍环境知识分为三个维度,各维度得分从高到低依次是基本概念规划原则设计考量。(3)特校教师的无障碍环境知识在性别、居住地、教育背景、教育类别、无障碍相关经历等变量上存在着差异。(4)特校教师的无障碍环境态度分为三个维度,各维度得分的排序为:正向情感其他行为倾向教学行为倾向正确认知。(5)特校教师的无障碍环境态度在性别、所在地区、教育背景、教育类别、职务、无障碍相关经历等变量上存在着差异。(6)特殊教育学校的无障碍环境达标率偏低,各项无障碍设施的标准化总均分为2.515分。出入口和楼梯的情况稍好,厕所和电梯的得分偏低。各项得分从高到低依次是出入口楼梯扶手通道电梯厕所。(7)特校教师的无障碍环境知识与环境态度呈显著正相关;特校教师无障碍环境知识掌握程度与校园无障碍环境现状呈显著正相关;特校教师对无障碍环境的态度与校园无障碍环境建设情况呈显著正相关。(8)特校教师对无障碍环境的态度在其无障碍环境知识和校园无障碍环境建设之间起部分中介作用。本研究通过对样本学校无障碍环境建设及教师无障碍环境知识和态度的调查,悉知了九所样本学校在校园无障碍环境建设中存在的具体问题并将调查结果形成报告反馈给九所样本院校,但由于个人精力有限,无法对更多学校进行实地调查并提出针对性的建议。由于缺乏类似研究结论的支持,也使文章的深刻性和拓展性不足。因此在后续的研究方向中应考虑对我国校园无障碍环境监督与管理体系的建立进行论证,并对无障碍环境建设的测量工具进行进一步完善,使其可在监督与管理体系中发挥作用。
[Abstract]:Throughout the development of new China special education, from the beginning to the middle of 1980s, the special education school has been the main form of our country, special education placement. With the development of special education, our country has formed "to a large number of special education classes and regular classes as the main body, with a certain number of special education schools as the backbone. The special education placement form. For the special children, learning and living environment of barrier free campus is an important guarantee, they enjoy the high quality education and the integration of adaptive education therefore, whether special education schools or ordinary schools, should strengthen the barrier free campus environment construction. The special education promotion plan issued by the State Council (< 2014-2016)", also explicitly proposed to strengthen security conditions, improve the special education school conditions, strengthen the disabled students' learning and life without obstacles. Construction ". The main purpose is to remove the barrier free campus environment for students to special labels, in one respect, care and acceptance and learning environment. Students when more and more into the various types of schools, enjoy the equal right to education, the construction of barrier free campus environment is becoming more and more important. At present, the research of barrier free environment in China on campus mostly remained at the theoretical level. The scholars focused on the concept, on the campus of barrier free environment connotation, meaning, concerning suggestions for the construction of barrier free environment is only some theories and principles based on the lack of empirical investigation, put forward countermeasures and suggestions of the ideal there is a small amount of empirical research. On the campus of the barrier free environment is based on the theory of architecture, there is no study from special education perspective. Behavior change theory, must be based on knowledge Based on attitude as the driving force to promote behavioral change. At the same time, the increase of knowledge is a necessary condition to change behavior, but their knowledge does not necessarily directly lead to changes in behavior, attitude of reflect the behavior, only to change the attitude to change behavior, and improve the final results. So in this study the behavior of teachers in special schools as the research object, the accessibility of knowledge and attitude survey, and the nine special education school teachers sample distribution of the campus construction of barrier free environment were investigated, and finally discusses the relationship between the three, to provide empirical evidence to further improve the teachers knowledge level and the change of barrier free environment attitude, to promote all types of schools at all levels in our country for the better (in this study refers to the special education school) without obstacles and provide reference environment. The results of this study are: (1) self. Barrier free environment attitude questionnaire > teachers in special schools, with educational surveying requirements, has good reliability and validity, which can be used as a measurement tool to study. (2) the barrier free environment of knowledge teachers in special schools are divided into three dimensions, the scores from high to low is the basic concept of the principle of planning and design considerations. (3) teachers of barrier free environmental knowledge in gender, residence, education background, education category, accessibility experience related variables such as differences exist. (4) the barrier free environment attitude of teachers in special schools are divided into three dimensions, ranking for each dimension score: other positive emotional behavior tendency the teaching behavior of correct cognition. (5) the barrier free environment attitude of teachers in special schools in the area, gender, education background, education categories, positions, accessibility experience related variables such as differences exist. (6) the special education school accessibility compliance rate is low, the A barrier free facilities standard score is 2.515 points. The entrance and staircase was slightly better, the toilet and lift the low score. The score from high to low is entrance channel lift staircase handrails toilet. (7) teachers of barrier free environmental knowledge and environmental attitude had significant positive correlation teachers in special schools; barrier free environment knowledge and campus accessibility status was positively correlated; no special school teacher was positively related to the construction of attitude obstacle environment and campus barrier free environment. (8) teachers of a barrier free environment attitude plays a partial mediating role between the barrier free environment the knowledge and the campus construction of barrier free environment. Based on the investigation of barrier free environment construction and the teachers of the sample schools accessibility of knowledge and attitudes, all told nine sample schools in the campus construction of barrier free environment in out Body problem and the investigation results form a report to the nine sample schools, but because of personal energy is limited, not for more school investigation and put forward some suggestions. The conclusion of the study due to the lack of similar support, also make the profound and developing. Because this should consider the establishment of a barrier free environment and supervision the management system of our country campus argue in subsequent research direction, and the measurement tool of the construction of barrier free environment to further improve, so that it can play a role in the supervision and management system.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760

【参考文献】