笔者于 2022 年 10 月赴英国伦敦刘易舍姆区“普林小学”实习过程中，注意到每班都有 1~3 名有特殊教育需要的儿童（下文简称“特殊儿童”），部分特殊儿童有自己的学习区和个别化教育计划，也有特教（Special Educational Needs Coordinator）为其提供个性化辅导。在旁听过日常课程、咨询过相关负责教师后，笔者更全面地了解到了该校具体融合性教学实践措施。经查阅文献发现，目前国际中文教育领域内与特殊教育相关的研究较少，且主要集中于对有读写障碍的特殊学生的案例教学研究，缺乏在融合教育宏观理念指导下微观层面对汉语融合性教学策略的实践探究。

因此笔者以普林小学预科班至二年级学生为研究对象，以“师生反馈—改进—再实施—再改进”为基本步骤，通过 44 个课堂观察案例和教学日志案例以及76 个教师访谈摘录片段，充分调研普林小学的融合教育实践情况，分析目标班级中普通儿童及特殊儿童学习水平及需求，进而设计、实施并改进汉语融合性教学行动方案，采用个别化汉语教学、差异汉语教学以及汉语通用学习设计三种融合性教学方法，开展两轮汉语融合性教学行动研究。在每轮行动研究后期，通过课堂观察、教学日志、教师访谈和调查问卷等方式评估该阶段汉语融合性教学对儿童汉语学习兴趣、汉语课堂参与度和汉语学习效果的影响，从而反思各阶段汉语融合性教学的成效与不足，提出汉语融合性教学原则、方法以及与融合性教学相关的其他建议。

首先，在两轮教学行动研究前确认存在的问题包括教学目标达成要求高、教学内容难度高且数量多、课堂互动效率低、教学资源单一和教师支持系统单薄等等。通过降低教学目标达成要求、精简教学内容、减少语法知识比重、增加旧知复现率和拓展使用多元感官汉语教学资源；实施并改进个别化汉语教学、差异汉语教学和汉语通用学习设计等融合性教学策略；划分教师职责、加强沟通，制定并改进教师支持方案，实施了两轮汉语融合性教学行动研究。经过两轮教学行动，特殊儿童和普通儿童的汉语学习自信心和汉语课堂参与积极性都有所增强。

基于两轮汉语融合性教学行动研究的实践经验，论文提出 5 条汉语融合性教学原则，也探究出了一些较为有效的汉语融合性教学方法，如汉语视觉支持策略、“脚手架”式汉语教学法、同伴互助汉语教学法、多模态汉语教学法以及游戏化汉语教学法。最后，以笔者自身教学为基础，分别对普通汉语教学、其他学科融合性教学和普通学校融合性教学实践三个领域提出了一些延伸性启发和建议，包括重视个体差异、开拓使用多元感官类教学资源，以及构建、发展完善的汉语融合性教学教师支持系统等等。本研究能够对其他从事汉语融合性教学的教师和学者提供具体教学建议与参考，能够为我国汉语融合性教学实践提供一定有价值的借鉴和参考，文中的大量案例与访谈也可为相关儿童汉语课堂教学、融合性教学等研究领域提供丰富的研究材料，还对相关领域教师和学者关注融合性教学有一定启发意义。

The author went to Prendergast Ladywell Primary School in Lewisham, London, UK, for an internship in October 2022. During the practice, the author noticed that there are 1~3 children with special educational needs (SEN) in each class, and some SEN children have their own learning areas and Individualized Education plans (IEP). There are also Special Educational Needs coordinators (SENCo) who provide individualized tutoring. After observing the daily lessons and consulting the relevant responsible teachers, the author had a more comprehensive understanding of the specific inclusive teaching measures of the school. After reviewing the literature, it was found that there are few studies related to special education in the field of international Chinese education at present, which mainly focus on case studies on students with dyslexia, and there is a lack of practical exploration of inclusive Chinese teaching strategies at the micro level under the guidance of the macro concept of inclusive education.

Therefore, the author took the students from the reception, Year 1 and Year 2 of Prendergast Ladywell Primary School as the research objects, took “teacher & student feedback-improve-reimplement-re-improve” as the basic steps, investigated the inclusive education practice through 44 classroom observation cases, teaching log cases and 76 excerpts of teacher interview, and analyzed the learning levels and needs of ordinary children and SEN children. Then, designed, implemented and improved the action plan, and carried out two rounds of action research by adopting three inclusive teaching methods: individualized Chinese teaching, differential Chinese teaching and general design for Chinese learning. At the end of each round, the effects of inclusive Chinese teaching on children’s interest in Chinese learning, class participation and learning effect were evaluated through classroom observation, teaching logs, teacher interviews and questionnaires, so as to reflect on the effectiveness and shortcomings of inclusive Chinese teaching at each stage, and put forward the principles and methods of inclusive Chinese teaching and other suggestions related to inclusive teaching.

First of all, the problems identified before the action research included high requirements for achieving teaching objectives, high difficulty and quantity of teaching content, low efficiency of classroom interaction, single teaching resources and poor teacher support system. Then, by reducing the requirements of achieving the teaching objectives, simplifying the teaching content, reducing the proportion of grammar knowledge, increasing the recurrence rate of old knowledge and expanding the use of multi-sensory resources; Implementing and improving the inclusive teaching strategies such as individualized Chinese teaching, differential Chinese teaching and general design for Chinese learning; Dividing teachers’ responsibilities, strengthening communication, improving teacher support system, the author carried out two rounds of action research. After two rounds of teaching activities, both SEN children and ordinary children had increased their confidence in learning Chinese and their enthusiasm in participating in Chinese class.

Based on the practical experience of action research, 5 principles of inclusive Chinese teaching were summarized, such as the principle of individual participation in Chinese classroom, the principle of equal opportunities to learn Chinese and the principle of adaptive Chinese teaching. In addition, some effective inclusive Chinese teaching methods were summarized, such as Chinese visual support strategy, “scaffolding” Chinese teaching method, peer-to-peer Chinese learning method, multimodal Chinese teaching method and gamified Chinese teaching method. The main purpose of putting forward the above principles and methods is to provide references for Chinese teachers and other teachers with relevant needs to understand Chinese teaching under the concept of inclusive education and how to apply effective inclusive Chinese teaching methods.

Finally, on the basis of the author’s own teaching, the study put forward some extended inspirations and suggestions for general Chinese teaching, inclusive teaching of other disciplines and inclusive teaching practice in ordinary schools, including emphasizing individual differences, exploring and using a variety of sensory teaching resources, and developing a support system for teachers of inclusive Chinese teaching. The above inspirations and suggestions are aimed at arousing the attention of scholars and teachers in related fields, so as to promote their thinking and research with more depth and breadth, and provide valuable reference for Chinese inclusive teaching practice in China.