新疆培智校本课程开发的现状研究

发布时间：2018-07-07 19:12

本文选题：特殊教育学校 + 培智校本课程开发　；参考：《新疆师范大学》2017年硕士论文

【摘要】：随着我国培智课程改革的不断深入,培智学校校本课程的开发成为了一个热点,我国各地区特殊教育学校纷纷进行培智校本课程的开发并取得了一定的成果。作为特殊教育发展相对落后的新疆,在培智教材的使用上呈现出一种混乱的状况,在使用中也由于内容的限制、资源的不配套、教师理念差异以及经济发展、社会状况的不同而产生了许多问题。新疆特殊教育学校进行培智校本课程开发势在必行,对推动新疆培智教育健康运行意义重大。通过培智校本课程开发的理论梳理,采用问卷法、访谈法对新疆11所以培智教育为主的特殊教育学校进行调研,了解新疆培智校本课程开发现状,发现培智校本课程开发中的问题,探讨问题原因,提出解决策略。论文具体分为以下六部分:第一部分,引言。阐述选题来源与依据,提出研究的目的与意义、思路与方法、研究重难点以及主要观点和创新之处。第二部分,相关概念界定及研究综述。界定“智力障碍”与“校本课程开发”,介绍国内外普校校本课程及培智校本课程研究现状。第三部分,培智学校校本课程开发的基本理论。梳理培智校本课程开发相关理论。第四部分,新疆培智校本课程开发现状调查及结果分析。采用问卷法和访谈法对新疆培智校本课程开发的条件,开发的主体因素以及已开发的校本课程进行调查,对结果进行分析。第五部分,新疆培智校本课程开发的成效、存在问题及原因分析。根据调查结果总结成功经验,对新疆培智校本课程开发学校的限制条件进行探讨,发现新疆培智校本课程开发存在以下问题:(1)相关部门重视程度低,南北疆开发条件差异大;(2)学校组织管理不到位,学校特色不明显;(3)教师缺乏课程开发能力,课程开发积极性不高;(4)课程开发缺少各方支持,合作情况不理想;(5)课程资源开发程度低,已有课程缺乏科学性。进行原因分析。第六部分,新疆培智校本课程开发的策略。针对新疆培智校本课程开发中的问题,提出“统筹规划,定期督导;组织引领,规范管理;加强培训,学习提升;争取支持,多方合作;科学规范,完善课程”的策略。
[Abstract]:With the continuous deepening of the curriculum reform in our country, the development of the school-based curriculum of the school has become a hot spot. The special education schools in various regions of our country have developed and achieved some achievements in the development of the school-based curriculum for the cultivation of intelligence. As a relatively backward Xinjiang, a kind of confusion has been presented in the use of the textbooks for the cultivation of intellectual education. In use, there are many problems due to the limitation of the content, the unmatched resources, the differences of teachers' ideas, the economic development and the social conditions. It is imperative to carry out the development of the school-based curriculum for Xinjiang special education school, which is of great significance to promote the development of the education of Xinjiang. The theory, using the method of questionnaire and interview, investigates the special education schools of Xinjiang 11, which is the main education of intellectual education. It understands the current situation of school based curriculum development in Xinjiang, finds out the problems in the development of the school-based curriculum, discusses the reasons for the problem and puts forward the solution strategy. The thesis is divided into the following six parts: the first part, introduction. Expound topic selection. Source and basis, put forward the purpose and significance of research, ideas and methods, research heavy and difficult points and the main points of view and innovation. The second part, the definition of related concepts and research review. It defines "intellectual barriers" and "school-based curriculum development", introduces the status of school based Curriculum and the study of school based school-based curriculum at home and abroad. The third part, to develop wisdom. The basic theory of school based curriculum development of the school. Combing the related theories of school-based curriculum development in the fourth part, the investigation and results analysis of the school based curriculum development in Xinjiang. The conditions of the development of the school-based curriculum in Xinjiang, the main factors of development and the developed school-based curriculum are investigated with the method of questionnaire and interview, and the results are made. The fifth part, the fifth part, the results of the development of Xinjiang school-based curriculum development, the existing problems and causes analysis. According to the results of the survey, we summarize the successful experience, and discuss the restrictive conditions of the school-based curriculum development school in Xinjiang, and find that there are the following problems in the development of Xinjiang school based school-based curriculum development: (1) the related departments attach little importance to the development of the north and South Xinjiang. There are great differences in conditions; (2) school organization management is not in place, school characteristics are not obvious; (3) teachers lack of curriculum development ability, curriculum development enthusiasm is not high; (4) curriculum development lack of support from all parties, cooperation is not ideal; (5) low level of development of curriculum resources, the lack of scientific curriculum. The sixth part, Xinjiang school based school-based curriculum Cheng Kaifa's strategy. In view of the problems in the school-based curriculum development of Xinjiang Pei Zhi, we put forward the strategy of "overall planning, regular supervision, organizational guidance, standardized management, strengthening training, learning promotion, support for support, multi cooperation, scientific standardization, and perfect curriculum".
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764

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