小学高年级学业不良儿童教育支持现状及改进策略研究
发布时间：2019-04-25 07:17
【摘要】：学业不良儿童是一类有特殊教育需要的儿童,他们通常具有各异的学习障碍。学业不良儿童需要特别的教育帮助,克服学习障碍,才能更顺利地完成学业。但是,学业不良儿童没有像其他视力障碍、听力障碍、智力障碍等特殊需要儿童一样,被安置在特殊学校里使用经过特别设计的教材、课程、教法以及教学组织形式和教学设备。他们通常都被安置在普通学校里接受与普通儿童一致的教育(以下称学校)。基于融合教育的视角对此做法有一定的看法:将学业不良儿童安置在普校是符合融合教育理念的,但是学业不良儿童接受与普通儿童一致的教育不符合融合教育理念。融合教育要求特殊教育需要儿童在普校中必须要有教育支持,需要在具体的教育中对特殊教育需要儿童贯彻特殊的、个别的教育。然而学业不良儿童在普校中是否能够得到教育支持,老师能否为他们提供教育支持,是一个现实问题。本研究主要采用问卷调查法和访谈调查法,对小学高年级学业不良儿童在普校中的教育支持状况进行实际考察。调查的对象为280名小学高年级学生,和30名小学高年级一线教师。具体考察了两方面内容:首先,使用问卷调查小学高年级学业不良儿童教育支持的状况;第二,通过访谈一线教师,探查教师对学业不良儿童的认知、态度以及教育教学等情况。调查结果显示:第一,小学高年级学业不良儿童教育支持水平普遍低于普通儿童;第二,教师给予学业不良儿童的教育支持不足。通过实际调查的结果,并结合理论的阐述分析,本研究提出教师给予帮助与支持、学校给予帮助与支持以及以资源教室为施展平台给予帮助与支持等三方面策略提高学业不良儿童教育支持水平。
[Abstract]:Children with academic disabilities are a group of children with special educational needs, who often have different learning disabilities. Children with academic disabilities need special educational help to overcome learning disabilities in order to complete their studies more smoothly. However, children with academic disabilities are not placed in special schools using specially designed teaching materials and curricula, like other children with special needs, such as visual impairment, hearing impairment, mental retardation, etc. Teaching method and teaching organization form and teaching equipment. They are usually placed in ordinary schools in accordance with the education of ordinary children (hereinafter referred to as schools). From the perspective of integrated education, there are some views on this approach: the placement of children with academic disabilities in general schools is in line with the concept of integrated education, but the acceptance of education consistent with that of ordinary children by children with academic disabilities does not conform to the concept of integrated education. Integrated education requires special educational support for children with special educational needs in general schools, and special and individual education for children with special educational needs in specific education. However, it is a realistic question whether the children with academic disabilities can get educational support in general schools and whether teachers can provide them with educational support. This research mainly uses the questionnaire survey method and the interview survey method, carries on the actual investigation to the primary school senior grade academic disability children's education support condition in the general school. The subjects of the survey were 280 senior primary school students and 30 primary school senior front-line teachers. There are two specific aspects: firstly, the questionnaire is used to investigate the educational support of children with academic disabilities in the upper grade of primary school; Second, through interviews with front-line teachers, explore teachers' cognition, attitude, education and teaching of children with academic disabilities. The results show that: first, the level of educational support for children with academic disabilities in primary school is generally lower than that of ordinary children; second, the educational support given by teachers to children with academic disabilities is insufficient. On the basis of the results of the actual investigation and the analysis of the theory, this study puts forward the help and support of the teachers. There are three strategies to improve the level of educational support for children with academic disabilities, that is, school help and support, and resource classroom as the platform for implementation of the three strategies to improve the educational support level of children with academic disabilities.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.0
[Abstract]:Children with academic disabilities are a group of children with special educational needs, who often have different learning disabilities. Children with academic disabilities need special educational help to overcome learning disabilities in order to complete their studies more smoothly. However, children with academic disabilities are not placed in special schools using specially designed teaching materials and curricula, like other children with special needs, such as visual impairment, hearing impairment, mental retardation, etc. Teaching method and teaching organization form and teaching equipment. They are usually placed in ordinary schools in accordance with the education of ordinary children (hereinafter referred to as schools). From the perspective of integrated education, there are some views on this approach: the placement of children with academic disabilities in general schools is in line with the concept of integrated education, but the acceptance of education consistent with that of ordinary children by children with academic disabilities does not conform to the concept of integrated education. Integrated education requires special educational support for children with special educational needs in general schools, and special and individual education for children with special educational needs in specific education. However, it is a realistic question whether the children with academic disabilities can get educational support in general schools and whether teachers can provide them with educational support. This research mainly uses the questionnaire survey method and the interview survey method, carries on the actual investigation to the primary school senior grade academic disability children's education support condition in the general school. The subjects of the survey were 280 senior primary school students and 30 primary school senior front-line teachers. There are two specific aspects: firstly, the questionnaire is used to investigate the educational support of children with academic disabilities in the upper grade of primary school; Second, through interviews with front-line teachers, explore teachers' cognition, attitude, education and teaching of children with academic disabilities. The results show that: first, the level of educational support for children with academic disabilities in primary school is generally lower than that of ordinary children; second, the educational support given by teachers to children with academic disabilities is insufficient. On the basis of the results of the actual investigation and the analysis of the theory, this study puts forward the help and support of the teachers. There are three strategies to improve the level of educational support for children with academic disabilities, that is, school help and support, and resource classroom as the platform for implementation of the three strategies to improve the educational support level of children with academic disabilities.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.0
【参考文献】
相关期刊论文 前10条
1 温义媛;殷骥;常春英;唐宏;吴e，
本文编号：2464904
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