皖北地区幼儿教师融合教育素养的调查研究

发布时间：2018-01-12 02:25

本文关键词：皖北地区幼儿教师融合教育素养的调查研究　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：融合教育在我国已经有近三十年的发展历史,融合教育在不断发展的过程中已经取得了诸多优异成绩,但是融合教育的教育质量仍然令人担忧,改善融合教育质量要从基础入手。幼儿园是学校教育的最初起点,幼儿教师在学前教育中起着至关重要的作用,那么幼儿教师的融合教育素养则显得尤为重要。故本研究将幼儿教师的融合教育素养作为研究对象,本研究在理论方面将有助于普通幼儿园教师专业标准的扩充、为普通幼儿园教师专业素养成长提供理论支持、为师范院校学前教育专业课程设置指出新方向;在实践方面本研究将为幼儿教师专业素养自我反省提供现实依据并为幼儿教师的职后培养提供实践支撑。本研究在综合国内外与融合教育教师素养有关文献的基础之上,采用文献分析法以及问卷调查法对皖北地区的幼儿教师进行了融合教育素养现状的调查研究。本研究共分为以下两部分:第一,通过阅读国内外与融合教育教师素养有关的文献,整理与本研究有关的相关研究现状,在此基础上归纳本研究的研究框架,以及问卷调查的三个维度。第二,结合文献整理结果以及《幼儿教师专业标准(试行)》确定本研究的调查问卷,问卷分为教师基本信息、幼儿教师融合教育素养现状调查部分、幼儿教师在融合教育中可能面临的困扰问卷以及开放式问卷四个部分。本研究的最终目的是为在职教师提高自身融合教育素养提供参考性建议和意见。进而对皖北地区幼儿教师进行问卷调查,本研究共得出以下结论:1.皖北地区幼儿教师融合教育素养整体略高于中等水平。其中幼儿教师对融合教育技能的掌握情况最好,其次是幼儿教师对融合教育的态度水平,最不理想的是幼儿教师对融合教育知识的储备情况,处于中等偏下水平。2.幼儿教师的对融合教育的态度受幼儿教师的年龄、学历、学校性质、职务、是否修过特殊教育课程、是否了解融合教育理念的影响。3.幼儿教师对融合教育知识的掌握情况受教师年龄、教龄、是否修过特殊教育课程、是否了解融合教育理念的影响。4.幼儿教师对融合教育技能的掌握情况受教师的婚姻、学历、学校所在地、学校性质、是否修习特教内容对幼儿教师融合教育技能的掌握有显著性的影响。5.幼儿教师是否修习特殊教育课程,是否了解融合教育的基本理念是两个影响幼儿教师融合教育素养的关键因素。基于此,本研究为提升幼儿教师融合教育素养提出以下三条建议:1.构建全方位融合教育体系,促使教师转变融合教育态度。2.健全多层次融合教育学习系统,促使教师汲取融合教育知识。3.开展多元化融合教育能力训练,促使教师掌握融合教育技能。
[Abstract]:Integration education has been developing for nearly 30 years in our country. Integration education has made many outstanding achievements in the process of continuous development, but the quality of integrated education is still worrying. To improve the quality of integrated education, we should start with the foundation. Kindergarten is the initial starting point of school education, and preschool teachers play a vital role in preschool education. So the integration of early childhood teachers education literacy is particularly important. Therefore, this study takes the integration education literacy of early childhood teachers as the research object. In theory, this study will help to expand the professional standards of ordinary kindergarten teachers, provide theoretical support for the growth of professional literacy of ordinary kindergarten teachers, and point out a new direction for the curriculum setting of preschool education major in normal colleges. In practice, this study will provide practical basis for preschool teachers' professional self-reflection and practical support for after-service training of kindergarten teachers. This study is the basis of literature on teachers' literacy of integrated education at home and abroad. Above the foundation. Using the method of literature analysis and questionnaire survey to investigate the current situation of integrated educational literacy of preschool teachers in Northern Anhui. This study is divided into the following two parts: first. Through reading the literature about teachers' literacy of integrated education at home and abroad, this paper summarizes the research framework of this study and the three dimensions of questionnaire survey. The questionnaire is divided into basic information of teachers and the current situation of teachers' integrated educational literacy according to the results of literature collation and the "Professional Standards for Preschool Teachers (trial)". The final purpose of this study is to provide suggestions and suggestions for in-service teachers to improve their own integrated educational literacy. A questionnaire survey was conducted by preschool teachers in North China. This study draws the following conclusions: 1. The integrated educational literacy of early childhood teachers in northern Anhui is slightly higher than that of the middle level. Among them, preschool teachers have the best grasp of integrated education skills. The second is the attitude of preschool teachers to inclusive education, and the most unsatisfactory is the reserve of knowledge of inclusive education. The attitude of early childhood teachers towards integrated education is determined by their age, educational background, nature of school, position, and whether they have taken special education courses. Whether to understand the impact of the concept of integrated education .3.The knowledge of early childhood teachers on inclusive education by the teacher's age, teaching age, whether or not have taken special education curriculum. Whether understand the influence of the concept of integrated education .4.The ability of early childhood teachers to master integrated education skills is affected by the teacher's marriage, educational background, school location and nature of the school. Whether the content of special education has a significant impact on the mastery of integrated educational skills of preschool teachers. 5. whether the preschool teachers take special education courses. Whether or not to understand the basic concept of inclusive education is the two key factors that affect the integrated educational literacy of preschool teachers. In order to improve the literacy of inclusive education of preschool teachers, this study puts forward the following three suggestions: 1. To build a comprehensive inclusive education system to promote teachers to change the attitude of inclusive education. 2. To improve the multi-level integrated education learning system. 2. Teachers should be encouraged to acquire the knowledge of inclusive education. 3. To carry out training in the ability of pluralistic inclusive education, so as to make teachers master the skills of integrated education.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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