美国教师全纳素养发展的IRIS平台研究

发布时间：2018-05-13 06:33

本文选题：全纳素养 + 教师全纳素养　；参考：《西南大学》2017年硕士论文

【摘要】：在国际社会积极倡导教育民主与平等、拒绝歧视与排斥的背景下,全纳教育已成为一项重要的“全球性议程”。然而,随着全纳教育时代的到来,世界各国的全纳教育实践却陷入困境。究其原因在于教师全纳素养的缺失使得班级中学生多样化的学习需求难以满足。近年来,探寻提升教师全纳素养的新途径和新方法成为全纳教育领域的热点话题。本研究就是从全纳教育实践的困境出发,选择美国IRIS平台作为研究对象,从而探究美国应对教师全纳素养不足的解决方案。作为教师全纳素养发展的平台,IRIS自建立以来就受到了广泛关注,并作为联合国教科文组织的示范项目进行全球推广。它的出现对提升教师全纳素养,推动全纳教育实践具有重要意义。本研究依据比较教育学研究的基本范式,基于埃德蒙·金的比较教育理论分析框架,综合使用了文献法、比较法及案例法,从IRIS平台的搭建背景和构成要素入手,深入挖掘平台资源开发过程与内容结构,并结合具体的主题单元阐释了平台的课程学习,最后基于平台的发展特点对我国构建教师全纳素养平台提供有益的经验启示。研究主要包括以下五个部分内容:第一部分阐述了IRIS平台的搭建背景。IRIS平台是基于美国基础教育改革大背景,从教师全纳素养缺乏以及传统教师全纳素养发展途径受限的现实出发,顺应计算机网络在教育领域成熟应用的趋势,由联邦教育部特殊教育办公室投资搭建的国家资源中心。第二部分从IRIS平台发展的目标与任务、服务对象、学习环境、运行机制四个方面对其构成要素进行阐述。IRIS平台以提升教育工作者的全纳素养为目标,从教育者实际需求出发开发资源,构建有效的网络学习环境和丰富的学习资源内容,现已经形成较为系统的内在构成和外在表现形式。第三部分主要对IRIS平台的资源开发进行研究。首先,循证实践理论和全纳教育理论为平台的资源开发提供了理论依据,其中循证实践理论为资源开发的有效性和科学性提供了理论支持,而全纳教育相关理论,特别是教师全纳素养结构为平台建立资源主题提供了理论视角。其次,阐述了平台资源开发的具体路径。资源开发参照循证理念的操作规范,从教师全纳素养发展的实际问题出发,通过寻找和整理最佳证据,结合平台的学习单元模块而形成研究成果并进行传播。最后,重点分析了平台资源的主题构建和学习单元。第四部分结合案例论述了IRIS平台具体的学习过程。通过在使用率较高的“残疾”主题资源中选取了“调整物理环境:为视力障碍儿童布置教室”这一学习单元来详尽阐述课程学习的过程。第五部分通过总结IRIS平台在目标定位、学习环境、资源开发、资源内容、资金筹措等方面的有益做法,为我国构建教师全纳素养发展平台提供经验启示。
[Abstract]:In the context of international community advocating education democracy and equality and rejecting discrimination and exclusion, inclusive education has become an important "global agenda". However, with the arrival of inclusive education era, the practice of inclusive education all over the world is in difficulty. The reason is that the lack of teachers'inclusive literacy makes it difficult to meet the diverse learning needs of middle school students. In recent years, it has become a hot topic in the field of inclusive education to explore new ways and methods to improve teachers' inclusive literacy. From the dilemma of inclusive education practice, this study chooses the American IRIS platform as the research object, and explores the solution to the teacher's inclusive literacy deficiency in the United States. As a platform for the development of teachers' inclusive literacy, IRIS has received extensive attention since its establishment, and has been promoted globally as a demonstration project of the United Nations Educational, Scientific and Cultural Organization (UNESCO). Its appearance is of great significance to the improvement of teachers'inclusive quality and the promotion of inclusive education practice. According to the basic paradigm of comparative education research and Edmund King's framework of comparative education theory, this study synthetically uses the literature method, comparative method and case law, starting with the background and elements of the IRIS platform. This paper deeply excavates the development process and content structure of the platform resources, and explains the curriculum learning of the platform in combination with the specific subject units. Finally, based on the development characteristics of the platform, it provides useful experience and inspiration for the construction of teacher inclusive literacy platform in China. The research mainly includes the following five parts: the first part describes the background of the IRIS platform, which is based on the basic education reform in the United States. Based on the reality that teachers' inclusive literacy is lacking and traditional teachers' inclusive literacy development approaches are limited, and in accordance with the trend of mature application of computer network in the field of education, the National Resource Center is set up with the investment of the Office of Special Education of the Federal Ministry of Education. The second part of the IRIS platform from the development of the objectives and tasks, service objects, learning environment, operating mechanism of the four aspects of its constituent elements. IRIS platform in order to improve the inclusive literacy of educators as the goal. According to the actual needs of educators, the development of resources, the construction of an effective network learning environment and the rich content of learning resources have now formed a relatively systematic internal structure and external forms of expression. The third part mainly studies the resource development of IRIS platform. First of all, evidence-based practice theory and inclusive education theory provide the theoretical basis for the development of resources on the platform, in which evidence-based practice theory provides theoretical support for the effectiveness and scientific nature of resource development, and inclusive education related theories. In particular, teachers' inclusive literacy structure provides a theoretical perspective for the platform to establish a resource theme. Secondly, the specific path of platform resource development is expounded. According to the operational norms of evidence-based concept, resource development, starting from the practical problems of teachers' inclusive literacy development, forms research results and disseminates by looking for and collating the best evidence and combining the learning unit module of the platform. Finally, the theme construction and learning unit of platform resources are analyzed. The fourth part discusses the specific learning process of IRIS platform with a case study. The course learning process is explained in detail by selecting the learning unit "adjusting the physical environment: arranging classrooms for children with visual impairment" among the subject resources of "disability", which has a high utilization rate. In the fifth part, the author summarizes the beneficial practices of IRIS platform in the aspects of target orientation, learning environment, resource development, resource content, financing and so on, and provides experience and enlightenment for the construction of teacher inclusive literacy development platform in China.
【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】：G451

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