天津市幼儿园教师与家长融合教育观念调查研究

发布时间：2018-03-21 08:56

本文选题：幼儿园教师　切入点：家长　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：20世纪90年代,联合国教科文组织在西班牙萨拉曼卡召开的"世界特殊教育需要大会"上明确提出了"融合教育"这一思想,从那时开始,融合教育渐渐成为教育界关注的新兴领域。三十多年来,很多国家都积累了丰富的融合教育理论和经验。但在中国,融合教育这一思想只是以随班就读的形式写入法律中,关注更多的是义务教育阶段的特殊儿童,对于幼儿园阶段的特殊儿童重视不够,学前融合教育方兴未艾。幼儿教师和家长是融合教育的主要参与者,他们对于学前融合教育的认识直接影响到在中国推行融合教育的成败。本研究通过自编问卷"融合教育观念调查"对天津市10所幼儿园的教师和家长进行问卷调查,发放教师问卷266份,回收266份,有效问卷242份;发放家长问卷400份,回收317份,有效问卷291份。试图了解目前普通教师和家长对融合教育认识、态度的总体状况,并在此基础上提出解决的对策和建议。本研究得出以下结论:1.幼儿园教师对于融合教育持基本接受的态度;认为普通儿童更能从融合教育中受益。2.幼儿园教师融合教育观念在园所类别和教龄上差异显著;而在性别、年龄、学历、园所性质和所在班级上差异不显著。3.家长对于融合教育持更为中立的态度;也认为普通儿童更能从中受益。4.家长融合教育观念在性别、年龄、学历和子女班级上差异显著;而在园所性质、园所类别和子女性别上差异不显著。5.幼儿园教师融合教育观念比家长积极;幼儿园教师对自身融合教育能力更有信心;融合幼儿园的教师和家长比非融合幼儿园的教师和家长对融合教育理解更深入;园所类型和被调查对象身份对于融合教育观念存在交互作用,在融合教育观念得分上表现为:融合幼儿园教师融合幼儿园家长非融合幼儿园家长非融合幼儿园教师。
[Abstract]:In 1990s, the United Nations Educational, Scientific and Cultural Organization (UNESCO) made the idea of "inclusive education" explicit at the World Congress on Special Education needs, held in Salamanca, Spain. Integration education has gradually become a new field of concern in education. Over the past 30 years, many countries have accumulated rich theories and experiences of integrated education. But in China, the idea of integrated education is written into the law only in the form of in-class education. Pay more attention to the special children in the compulsory education stage, pay less attention to the special children in the kindergarten stage, and the pre-school inclusive education is in the ascendant. Teachers and parents are the main participants in the integration education. Their understanding of preschool integrated education has a direct impact on the success or failure of implementing integrated education in China. This study investigated teachers and parents of 10 kindergartens in Tianjin through a self-designed questionnaire "Survey on the concept of inclusive Education". 266 teacher questionnaires were distributed, 266 were returned, 242 were valid, 400 were distributed to parents, 317 were returned and 291 were valid. On this basis, the countermeasures and suggestions are put forward. This study draws the following conclusions: 1. Kindergarten teachers have a basic attitude towards inclusive education; It is believed that ordinary children can benefit more from inclusive education. 2. There are significant differences in the concept of inclusive education among kindergarten teachers in the types and length of teaching, but in gender, age, education, education, education, education, education, education, education, education, education, education and education. There is no significant difference in the nature of the garden and the class. 3. Parents have a more neutral attitude towards integration education, and they also think that ordinary children can benefit more from it. 4. There are significant differences in gender, age, educational background and children's class in the concept of parental integration education. However, there is no significant difference in the nature of the garden, the type of the garden and the gender of the children. 5. Kindergarten teachers have more confidence in their ability to integrate education than their parents. Teachers and parents of integrated kindergartens have a deeper understanding of integration education than teachers and parents of non-integrated kindergartens. The scores of the concept of integration education are as follows: teachers of integrated kindergarten, parents of non-integrated kindergarten, parents of non-integrated kindergarten and teachers of non-integrated kindergarten.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G616

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