学前特殊儿童转衔教育理论与实践研究

发布时间：2018-05-23 19:09

本文选题：特殊儿童 + 转衔　；参考：《重庆师范大学》2005年硕士论文

【摘要】：特殊儿童的教育与研究越来越受到教育界人士的重视,并且在不断的扩大和深入研究面。一直以来,相对来说受到重视的是学龄期特殊儿童的教育,而学前期和成人期的教育是滞后的。据文献所知,在国外和台湾,特殊儿童的转衔教育在逐步地受到重视,但更多的是关于成人的就业转衔的研究,而学前特殊儿童的转衔教育相对来说也是受到忽视的。不过在最近几年学前特殊儿童的转衔教育也在开始倡导和开展一些工作。本文主要从特殊儿童转衔教育的理论层面和具体的实践层面进行研究。从理论层面探讨了转衔教育的理论基础、转衔教育的模式、关于学前特殊儿童转衔教育的要素和相关研究等,从中得出一些观念性的思考,结合中国重庆地区的现有情况提出在开展转衔教育方面具体的做法和建议,本研究想达到的目的:(1) 更加充实我国特殊儿童早期教育的内容与形式,(2) 减少特殊儿童入学后对特殊教育与相关服务需求的程度,进而降低教育成本,(3) 减少特殊儿童未来进入隔离式教养机构的可能性,进而增加其在社区中生活的机会,(4) 提升特殊儿童的家庭照顾特殊儿童的能力,(5) 填充无接缝式的生涯教育的早期教育段。(6) 力求建立一种明确的学前特殊儿童转衔教育与服务的方式与流程,从而提升早期干预和学前特殊儿童及其家庭生活品质。根据从文献探讨中得出的思考,将理论付诸于实践,选择个案进行个案研究。选择6岁儿童一名,即将从家庭转衔至特殊教育学校,两名4岁儿童,从社区服务转衔至普通私立幼儿园和公立幼儿园,3岁儿童一名,从家庭直接转衔至普通私立幼儿园。几种类型的转衔大体一致,又各具特点。在具体的操作上,按照基本的流程进行,并争取家庭、家长、学校、教师、社区等等方面的合作。实践研究结果发现:(1) 关于儿童转衔方案的发展,不同的家庭和家长,不同的学校和老师参与的程度不一,所持的态度和观念不一,而家长和教师的态度和观念是直接影响转衔教育效果的因素之一;(2) 在教学策略的选用上,家庭训练、利用社区资源和班级支持是有效的;(3) 关于转衔教育的成效,从儿童本身能力前后的对比、学校教师对特殊儿童的态度、观念、普通儿童与特殊儿童的人际关系以及对家长和教师的意见调查方面都反应出了积极的效果;(4) 影响儿童成功转衔的因素:儿童的特征;家长、家庭成员特征以及家长对儿童的期望;儿童自己的表现;教师的特征,工作的相关因素。最后本文还指出了本研究的限制,以及从未来发展转衔相关政策与措施方面、学前特殊儿童转衔方案的具体操作方面提出了未来转衔教育研究的方向。
[Abstract]:The education and research of special children are paid more and more attention by the educational circles. The education of special school-age children has been paid more attention to, but the education in pre-school and adulthood is lagging behind. According to the literature, in foreign countries and Taiwan, the transfer education of special children is gradually paid attention to, but more about the study of adult employment transfer, and the transfer education of preschool special children is also relatively neglected. However, in recent years, preschool special children's transition education has also begun to advocate and carry out some work. This paper mainly studies the theory and practice of transition education for special children. This paper discusses the theoretical basis of the transfer education, the mode of the transition education, the elements and relevant studies of the special preschool children's transition education, and draws some thoughts from the theoretical level, which is the basis of the transfer education, the mode of the transfer education, the elements of the transition education of special preschool children, and the relevant research. In light of the current situation in Chongqing, China, it puts forward specific practices and suggestions in carrying out the transfer education. The purpose of this study is to further enrich the content and form of early education for special children in China (2) to reduce the demand for special education and related services for special children after entering school. Thus reducing the cost of education 3) reducing the possibility of special children entering segregated correctional institutions in the future, Thus increasing their chances of living in the community. (4) improving the ability of families of special children to take care of special children. / 5) filling in the early stage of education without seams. 6) striving to establish a clear transition of preschool special children The way and process of education and service, So as to improve early intervention and preschool special children and their family quality of life. According to the thinking from the literature discussion, the theory is put into practice, and the case study is selected. A 6-year-old child will be transferred from family to special education school, two 4-year-olds will be transferred from community service to a 3-year-old child in a general private kindergarten and a public kindergarten, and the title will be transferred directly from the family to a private ordinary kindergarten. Several types of transfer ranks are generally the same, and each has its own characteristics. In the specific operation, follow the basic process, and win family, parents, schools, teachers, communities and so on. The results of the practical study show that about the development of children's transition programs, different families and parents, different schools and teachers have different degrees of participation, and their attitudes and ideas are different. The attitudes and concepts of parents and teachers are one of the factors that directly affect the effect of transition education.) in the selection of teaching strategies, family training, the use of community resources and class support are effective. From the comparison of children's own ability before and after, the attitudes and concepts of school teachers towards special children, The interpersonal relationship between ordinary children and special children, as well as the positive effects of the survey of parents and teachers (4) the factors that influence the successful transition of children: the characteristics of the child; the parents; Family member characteristics and parents' expectations of children; children's own performance; teachers' characteristics; work related factors. Finally, this paper points out the limitations of this study, and puts forward the research direction of the future transfer education from the aspects of the policies and measures related to the future development of the transfer of title, and the specific operation of the program of transferring the title of special preschool children.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G610

【引证文献】