融合教育自二十世纪八十年代以来逐渐成为教育领域中引人关注的重要议题之一。融合教育理念诸如平等、参与、合作等，为各国制定融合的教育目标与政策提供依据与动力，持续有力地冲击着普通教育系统，要求普通学校接纳特殊儿童并为其提供有质量的教育。融合教育要求教育机构及体制的变革，相应地包括普通教师职前培养在内的教师教育改革也势在必行，以顺应当前社会和教育发展的需要，为融合教育培养教师。从提升随班就读质量、提高教师专业化发展等方面来看，补充师范生融合教育素养已迫在眉睫；与此同时，师范生融合教育素养培养也已成为国内外教师教育发展不可回避的新趋势和焦点。

在培养师范生融合教育素养的过程中，教师教育者、实习导师等相关人员是如何理解融合教育素养培养，又是如何培养的？效果如何？存在哪些困难，原因为何？为了回答上述问题，本研究基于文化-历史活动理论，采用质性研究范式，选取一所开展师范生融合教育素养培养二十余年的Q师范学院为个案研究对象，进行为期三个月的调研,以访谈法、观察法和实物收集法等作为收集资料的方法，采用三级编码方式展开资料分析。首先，研究者阐述了师范生融合教育素养培养改革的动因及培养历史；其次，研究者从组织管理、融合教育课程以及教育实习分析培养的过程特征；最后，总结师范生融合教育素养培养效果及所遇到的阻碍因素。在研究发现的基础上，研究者从文化-历史活动理论视角出发，梳理与分析师范生融合教育素养培养的历程、过程、结果特征以及影响因素。本研究的结论如下：

第一，师范生融合教育素养培养受到政策与行政的直接驱动，并在冲突与协商过程中渐趋融合导向，其中行政力量起到决定作用。受到随班就读、随班就读师资培养政策以及决定性的行政力量的影响，Q师范学院主动发起“3+1学制”、“一体化教育教师”培养改革。随着随班就读政策及实践由规模效应转向质量提升，在Q师范学院内部教师教育者的冲突、争论、协商与整合之下，师范生融合教育素养培养实践随之显现了由“特殊教育”到“融合教育”导向的变革探索。在此过程中，小学教育专业与特殊教育专业从跨专业整合、共同合作系统设计部分教师教育课程、统整协调普通教育与融合教育的课程与实践，构建相对完整的知识与课程体系，再到后期特殊教育专业仅仅提供独立的“服务”课程，师范生融合教育素养培养从综合培养模式彻底转变为分散培养模式。

第二，师范生融合教育素养培养是多方互动的过程。表现为：大学内部特殊与小学教师教育者形成了培养联盟与支持联盟，对融合教育素养培养目标进行价值共享的主动建构；将基础课程与加深课程、独立式课程与嵌入式课程等多层次多类型的融合教育课程作为培养工具。在实习过程中，实习导师在师范生融合教育素养培养的实践环节中发挥着举足轻重的作用，潜移默化地影响着师范生对融合教育的理解与践行。小学与特殊教师教育者、小学教师教育者与实习导师所形成的共同体，呈现出以分离合作为特征的伙伴关系。其结果是师范生在课程学习和实践体验中形成了对特殊儿童同情接纳的态度，获得了融合教育知识与技能的提升，但却形成了矛盾摇摆的融合教育态度以及对未来实施融合教育的担忧，面临着理解与践行融合教育的矛盾与冲突。

第三，师范生融合教育素养培养是一项系统性的活动，活动过程中存在诸多冲突：教师教育者在跨界过程中的多重身份冲突、融合教育素养培养目标与作为工具的融合教育课程实施之间的冲突、共同体成员对融合教育素养培养目标与责任的理解差异以及专业认证背景下核心与临近活动系统对于融合教育素养如何培养的冲突。研究者进一步深入挖掘了师范生融合教育素养培养所面临的六方普遍性矛盾，以解释其培养困境：教师教育者关于融合教育信念之间的张力、融合教育课程与课程结构之间的张力、国家政策与高校设置课程自主权之间的张力、教师教育者与小学教师之间的张力、垂直科层结构与扁平化分工之间的张力，以及最尖锐的矛盾——特殊教育素养与融合教育素养培养定位之间的张力。

基于以上结论，为促进融合教育素养培养实施的有效性，提高师范生融合教育素养，本研究建议完善教师教育政策，提高政策执行力度；以融合教育态度为核心，明晰融合教育素养培养定位；发挥教师教育者能动性，构建多元化的融合教育师资培养团队；优化融合教育课程与实践，推进理论与实践的一致性；重视教育评估与改进，保障培养的有效性。

Inclusive education has gradually become one of the frontier topics in educational research and practice since the 1980s. The concepts of inclusive education, such as equality, participation, and cooperation, have provided the basis and impetus for the development of inclusive educational goals and policies in various countries, and continue to have a strong impact on the general education system, requiring regular schools to accommodate children with disabilities and provide them with high-quality education. Inclusive education requires changes in educational institutions and systems, and corresponding reforms in teacher education, including pre-service training of general teachers, are imperative in order to meet the current needs of social and educational development and to prepare teachers for inclusive education. From the perspective of improving the quality of learning in regular classrooms and enhancing teachers’ professional development, it is urgent to supplement student teachers’ inclusive education competence. In addition, training student teachers’ inclusive education competence has become a new trend of teacher education and teacher development around the world.

In the process of preparing, how do teacher educators, practicum supervisors, and other stakeholders understand and carry out the student teachers’ preparation for inclusion, and what are the difficulties and the possible reason? In order to answer these questions, this study adopted a qualitative research paradigm based on the Cultural-Historical Activity Theory. This study selected Q Normal University as a case study, which has implemented student teachers’ preparation of inclusive education competence for more than twenty years.

The research carried out a field investigation for three months. Data were collected using interview, observation and physical collection, and analyzed by the three-level coding methods. The research steps are as follows: First, I described the motivation and the history of student teachers’ inclusive education competence training reform; second, I analyzed the process of the development in terms of organizational management, inclusive education courses and practicum; finally, I summarized the effects and obstacles. Based on the findings of the study, I sorted out and analyzed the history, process, outcome and factors of student teachers’ inclusive education competence training, from the perspective of Cultural-Historical Activity Theory. The conclusions of this study are as follows:

First, student teachers’ inclusive education competence training is directly driven by policy and administration, with administrative forces playing a decisive role, and gradually becoming inclusive-oriented in the process of conflict and negotiation. Influenced by the policy of inclusion, the policy of inclusive teacher preparation and the decisive administrative force, Q Normal University initiated the reform of "3+1 academic system" and "integrated education teacher" training. As the policy and practice of inclusion shifted from the scale effect to quality improvement, the practice of student teachers’ inclusive education competence training was transformed from "special education" to "inclusive education" by conflict, debate, negotiation, and integration among teacher educators. In this process, elementary education majors and special education majors had integrated across majors, worked together to systematically design part of the teacher education curriculum, integrated and coordinated the curriculum and practice of general education and inclusive education, and built a complete knowledge and curriculum system. And then special education majors only provided independent "service" courses at a later stage. The training of student teachers’ inclusive education competence has completely changed from integrated model to discrete model.

Secondly, student teachers’ inclusive education competence training is an interactive process of multiple parties. It is manifested as: Special and elementary teacher educators within the university form a cultivation alliance and support alliance for the active construction of value-sharing on the goal of student teachers’ inclusive competence training; multi-level and multi-type inclusive education courses such as basic and deepening courses, stand-alone and embedded courses are used as training tools. During the internship process, the internship supervisor plays a pivotal role, and implicitly influences the student teachers’ understanding and practice of inclusive education. The community formed by elementary and special teacher educators, elementary teacher educators and practicum supervisors presents a partnership characterized by detached cooperation. The result is that student teachers develop a sympathetic and accepting attitude toward children with special needs and acquire improved knowledge and skills during their course learning and practical experiences, but they develop contradictory and wavering attitudes toward inclusive education and concerns about the future implementation, and face contradictions and conflicts in understanding and practicing inclusive education.

Third, student teachers’ inclusive education competence training is a systematic activity and there are many conflicts in the process of the activity: the conflict of teacher educators' multiple identities in the cross-border process, the conflict between the goal of student teachers’ inclusive education competence training and the implementation of inclusive education curriculum as a tool, the difference in the understanding of goals and responsibilities, and the conflict between core and proximity activity systems on how inclusive education competence training is developed in the context of professional accreditation. I further delve into the universal contradictions and tensions facing student teachers’ inclusive education competence training to explain the development dilemmas, including: tensions between teacher educators’ beliefs about inclusive education; tensions between inclusive education curriculum and curriculum structure; tensions between national policies and universities’ autonomy to set curriculum; tensions between teacher educators and elementary school teachers; tensions between vertical section hierarchies and flat division of labor; and the most acute contradiction of position-training——the tension between special education competence and inclusive education competence.

Based on the above findings, in order to promote the effectiveness of inclusive education competence training and improve student teachers’ inclusive education competence, it is recommended that future teacher education policies be improved and policy implementation be enhanced; the orientation of inclusive education competence training be clarified with the attitude of inclusive education as the core; the teacher educators’ motivation be brought into play and a diversified inclusive education teacher training team be constructed; the curriculum and practice of inclusive education be optimized and the consistency of theory and practice be promoted; and the effectiveness of training be guaranteed by paying attention to educational assessment and improvement.