学前融合班个别化教育计划实施的行动研究

发布时间：2018-03-06 06:07

本文选题：学前融合班　切入点：幼儿教师　出处：《重庆师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 融合教育、个别化教育计划等特殊教育理念近年来经过各位专家、学者的推广,在特教界已经基本达到共识。但是,随着时间的推移,教师们已经不能满足于概念和原则的认识,更想知道此种理念对于学生、对于教学有何作用,如何才能运用到实际教学中。同时,随着教育研究的发展,曾经备受青睐的“逻辑实证”不再是求真的唯一方式,人们的研究兴趣转向探求“意义世界”的“质的研究”方法。本研究是幼儿教师与资源教师共同实施学前融合班中一名特殊幼儿个别化教育计划的过程,通过双方教师的不同合作形式,探讨双方教师在实施个别化教育计划时所面临的问题、解决的策略以及教师在其中的成长。本研究的研究目的为:探讨学前融合班幼儿教师与资源教师在合作完成个别化教育计划的过程中对教师产生的影响。本研究采用质的研究中的行动研究,即“将科学研究者与实际工作者的智慧结合起来,解决某一实际问题”的方法。以研究者为工具,在自然情景下对个人的生活世界以及社会组织的日常运作进行研究,研究者对研究情景积极参与,通过现场关观察、访谈、收集实物等方式获取原始资料。本研究的研究对象为某小学资源教师和幼儿教师,研究者与双方教师共同组成行动研究小组,在为时4个月的研究后,得出以下结论: 1、个别化教育计划实施结论 1.1个别化教育计划基本完成 1.2教学前的讨论确保个别化教育计划目标顺利融入教学 1.3教学中采取措施确保个别化教育计划的有效实施 1.4教学后评量确保学生状况真实记录 1.5个别化教育计划实施对幼儿课堂参与产生正面影响 1.6个别化教育计划实施的困难 2、对教师影响的结论 2.1幼儿教师对个别化教育计划认识的提高 2.2资源教师对个别化教育计划认识的提高 2.3幼儿教师执行个别化教育计划信心提升 2.4幼儿教师对特殊幼儿认识发生转变 2.5教师教学技巧提高 2.6资源教师对如何和普教教师合作的认识加深 2.7资源教师对自己角色的认识转变 2.8幼儿教师对自己角色的认识转变 2.9教师对研究的认识改变 3、别化教育计划在家庭的实施结论 3.1家校联系增加 3.2家长、学校相互理解、鼓励 3.3家庭教育方式改变 3.4家长教育态度的改变文章最后给予研究建议与研究局限。
[Abstract]:In recent years, special education concepts such as integrated education and individualized education programs have been popularized by experts and scholars, and they have basically reached a consensus in the special education community. However, with the passage of time, Teachers are no longer satisfied with the understanding of concepts and principles. They want to know more about the role of such ideas in teaching for students and how they can be applied to practical teaching. At the same time, with the development of educational research, The once favored "logical positivism" is no longer the only way to seek truth. People's research interest turns to the "qualitative research" method of "meaning world". This study is a process of implementing a special preschool individualized education program for preschool teachers and resource teachers, through the different forms of cooperation between the two teachers. This paper discusses the problems faced by teachers of both sides in implementing individualized education programs, the strategies to solve them and the growth of teachers in them. The purpose of this study is to explore the influence of preschool teachers and resource teachers on teachers in the process of individual education. This study adopts the method of action research in qualitative research, that is, "combining the wisdom of scientific researchers and practical workers to solve a practical problem". In the natural situation, the author studies the life world of individual and the daily operation of social organization. The researcher actively participates in the research situation, obtains the original data by on-the-spot observation, interview, collection of material objects and so on. The subjects of this study are resource teachers and preschool teachers in a certain primary school. The researchers and teachers from both sides formed an action research group. After a four-month study, the following conclusions were drawn:. 1. Conclusion on the implementation of individualized education plan. 1.1 basic completion of individualized education programmes. 1.2 Pre-teaching discussions to ensure the smooth integration of individual educational programme objectives into teaching. 1.3 measures taken in teaching to ensure the effective implementation of individual education programmes. 1.4 Post-teaching assessment to ensure true record of students' status. 1.5 the implementation of individualized education programmes has a positive impact on the participation of young children in the classroom. 1.6 difficulties in implementing individualized education programmes. 2. The conclusion of the influence on teachers. 2.1 Awareness of individual education programmes among kindergarten teachers. 2.2 increased awareness of individual education programmes among resource teachers. 2.3 improved confidence of kindergarten teachers in implementing individualized education programmes. 2.4 changes in preschool teachers' perception of special children. 2.5 improvement of teachers' teaching skills. 2.6 increased awareness among resource teachers of how to cooperate with teachers in general education. 2.7 change in resource teachers' perception of their roles. 2.8 change in the perception of the role of preschool teachers. 2.9 change in teachers' perception of research. 3. Conclusion of the implementation of the sexualized education program in the family. 3.1 increase in school links. 3.2 parents, schools understand each other, encourage. 3.3 changes in the way of family education. 3.4 changes in parental attitudes towards education. Finally, the paper gives some suggestions and limitations.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G612

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