2022年伊始，国务院办公厅转发教育部、中国残联等部门《“十四五”特殊教育发展提升行动计划》，重点提出要“推进融合教育，全面提高特殊教育质量”，因此，在我国特殊教育蓬勃高速发展的背景之下，融合教育质量也有了更高明的标准和要求。部分特殊教育学校为顺应融合教育思潮，提升学校的特殊教育质量，尝试走上了在特殊学校招收普通学生的反向融合转型之路。在反向融合教育的环境下，特殊教育教师的内心体验将直接影响教育教学。他们面临着与众不同的角色转换及适应过程，其工作在教师群体中具有极大的异质性和挑战性。因此，本文以实施反向融合的特殊教育学校教师为研究对象，运用质性的方法深入探讨反向融合情境下特殊教育教师的角色转换的具体内容、过程，以及适应情况，并在此基础上为优化反向融合的工作环境提供思路和方向，提出恰当的特殊教育教师角色转换与应对策略，为学校师资队伍心理健康建设提供参考，促进教育教学质量良性发展。

为确保研究具有一定的参考借鉴意义和价值，本研究选择在一所具有代表性、经验丰富的反向融合学校——广州市启聪学校（广州实验教育集团花城实验学校）开展进行。研究者通过观察、访谈校内经历了角色转换的特殊教育教师，并收集其相关的实物资料（教学日志、听课记录等），总结梳理出反向融合情境下特殊教育教师的角色转换模式，并根据教师们的相关经验以及研究者的自身体验总结出相应的适应对策。

本研究结果主要分为三个部分，首先，反向融合情境下特殊教育教师角色转换是一个动态发展的过程，主要分为四个阶段：准备期，探索期，动荡期和新生期。每个阶段都有其特性和面临的主要矛盾；其次，反向融合情境下特殊教育教师角色转换主要四种新旧角色的内部冲突：“学生们的大老师”与“孩子们的大朋友”角色的冲突；“单打独斗的战士”与“协作中的多面手”角色的冲突；“简单内容的传输者”到“文化的传播与熏陶者”角色的冲突；“听障学生的引路人”与“融合环境的创设者”角色的冲突。且每种角色的变化与冲突均存在相关的内外影响因素；最后，反向融合情境下特殊教育教师在身心、人际与专业方面也在不断地磨合适应角色转换带来的压力与冲突，在持续的自我探索以及一定的外界帮助下，形成了合理有效的角色转换适应模式对策。

结合研究结果与理论框架，本研究尝试总结出了反向融合情境下特殊教育教师角色转换的动态过程以及适应模式，主要分为以下五个部分：（1）特殊学校的反向融合举措促进了普特学生的共同发展；（2）反向融合情境中特殊教育教师角色多元化；（3）反向融合情境下特殊教育教师角色转换受到多方因素的影响；（4）反向融合情境下特殊教育教师角色转换过程曲折复杂；（5）反向融合情境下特殊教育教师角色适应策略。最后，研究者根据分析结论，绘制出了反向融合情境下特殊教育教师角色转换的动态模式路径图，并提出了相关的建议和对策，以期为未来特教教师的转型提供参考和借鉴意义。

At the beginning of 2022, The General Office of the State Council forwarded the 14th Five-Year Action Plan for the Development and Improvement of Special Education issued by the Ministry of Education, the China Disabled Persons' Federation and other departments, focusing on "promoting integrated education and comprehensively improving the quality of special education". Therefore, under the background of the rapid and vigorous development of special education in China, the quality of integrated education has set higher standards and requirements. In order to conform to the trend of integrated education and improve the quality of special education, some special education schools have tried to embark on the road of reverse integration transformation by enrolling ordinary students in special schools. Under the environment of reverse integration education, the inner experience of special education teachers will directly affect education and teaching. They are faced with a unique role transition and adaptation process, and their work has great heterogeneity and challenge in the teacher group. Therefore, this paper takes teachers in special education schools who implement reverse integration as the research object, and uses qualitative methods to deeply discuss the specific content, process and adaptation of the role transformation of special education teachers in the context of reverse integration. On this basis, it provides ideas and directions for optimizing the working environment of reverse integration, and proposes appropriate role transformation and coping strategies for special education teachers. It can provide reference for the mental health construction of school teachers and promote the healthy development of education and teaching quality.

 In order to ensure that the research has certain reference significance and value, this study is carried out in a representative and experienced reverse fusion school -- Guangzhou Qicong School (Huacheng Experimental School of Guangzhou Experimental Education Group). By observing and interviewing special education teachers who have experienced role transition in school, and collecting their relevant material materials (teaching logs, listening records, etc.), the researchers summarize and sort out the role transition mode of special education teachers in the reverse integration situation, and summarize the corresponding adaptation countermeasures according to the teachers' relevant experience and the researchers' own experience.

 The results of this study are mainly divided into three parts. First, the role transformation of special education teachers in the reverse integration situation is a dynamic development process, which is mainly divided into four stages: the preparation period, the exploration period, the upheaval period and the freshman period. Each stage has its own characteristics and the principal contradiction it faces; Secondly, the role transformation of special education teachers in the reverse integration situation mainly involves four kinds of internal conflicts between old and new roles: the conflicts between the roles of "students' big teacher" and "children's big friend"; Conflict between the role of the "lone warrior" and the role of the "collaborative generalist"; The conflict between the roles of "transmitter of simple content" and "disseminator and edifier of culture"; Conflict between the role of "guide for hearing-impaired students" and "creator of integrated environment". The change and conflict of each role are related to internal and external factors; Finally, in the context of reverse integration, special education teachers are constantly adapting to the pressure and conflict brought by role transition in physical and mental aspects, interpersonal aspects and professional aspects. With continuous self-exploration and some external help, reasonable and effective countermeasures of role transition adaptation mode have been formed.

Combined with the research results and theoretical framework, this study attempts to summarize the dynamic process and adaptation mode of special education teachers' role transformation under the reverse integration situation, which can be divided into the following five parts: (1) The reverse integration of special schools promotes the common development of Putt students; (2) Diversified roles of special education teachers in the reverse integration situation; (3) In the reverse integration situation, the role conversion of special education teachers is affected by multiple factors; (4) The role transformation process of special education teachers in the reverse integration situation is tortuous and complex; (5) Role adaptation strategies of special education teachers in reverse integration context. Finally, according to the analysis results, the researcher draws a dynamic model path map of the role transformation of special education teachers in the reverse integration situation, and puts forward relevant suggestions and countermeasures, in order to provide reference for the future transformation of special education teachers.