摘要
提升教师的融合教育素养是推动融合教育高质量发展的关键。近年来,日本依托多项政策法规,进一步明确了普通教师的专业资质,规范了教师融合教育素养培训课程的内容,促进了普特教师融合教育课堂的协作教学。但同时,日本也面临师范生融合教育素养培育要求模糊、应试教育削弱普通教师融合教育动力、融合教育培训研修机制缺乏持续保障等挑战。日本上述经验对我国普通教师融合教育素养提升的启示如下:明确普通学校随班就读教师的专业资质;出台随班就读教师培训课程框架;扩大优质融合教育资源供给和覆盖面;加强普通学校融合教育教研机制建设。
Enhancing the inclusive education competence of teachers is crucial to advancing the high-quality development of inclusive education.In recent years,Japan has leveraged a series of policies and regulations to further clarify the professional qualifications required for general education teachers in inclusive settings,standardize the content of teacher training programs,and promote the collaboration between general and special education teachers in classroom instruction.Nevertheless,there still persist challenges,including unclear expectations for cultivating inclusive education competence among pre-service teachers,the diminishing motivation of general teachers due to exam-oriented education,and the lack of sustained support mechanisms for professional training in inclusive education.Japan’s experience offers valuable insights for China,such as clearly defining the professional qualifications of general education teachers responsible for inclusive classrooms,establishing a structured framework for their training programs,expanding access to quality inclusive education resources and services,strengthening the development of inclusive education research and supporting mechanisms in general schools.
作者
张嫱
黄志军
ZHANG Qiang;HUANG Zhijun(Department of Education,East China Normal University,Shanghai,200062)
出处
《中国特殊教育》
北大核心
2025年第9期73-80,共8页
Chinese Journal of Special Education
基金
2024年度教育部人文社科研究规划基金项目“融合教育高质量发展背景下普通学校特教班的建设机制与保障路径研究”(项目编号:24YJA880084)的阶段性研究成果。
关键词
日本
普通教师
融合教育素养
Japan
general teachers
inclusive education competence
