中文题名: | 融合教育背景下巡回指导教师实践性知识的质性研究 |
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保密级别: | 公开 |
论文语种: | 中文 |
学科代码: | 045119 |
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学生类型: | 硕士 |
学位: | 教育硕士 |
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学位年度: | 2022 |
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研究方向: | 融合教育 |
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提交日期: | 2022-06-09 |
答辩日期: | 2022-05-27 |
外文题名: | Qualitative Research On The Practical Knowledge Of Itinerant Teachers In The Context Of Inclusive Education |
中文关键词: | |
外文关键词: | inclusive education ; itinerant teacher ; practical knowledge |
中文摘要: |
在普通学校进行融合教育已经成为特殊学生享受教育权利的重要形式。但融合教育不仅仅意味着特殊学生进入普通学校,更要求特殊学生能够在普通学校接受到适合的教育,追求的是高质量的融合教育。教师作为教育教学的专业人员,教师的水平直接影响融合教育的质量和水平。由于普通学校中的大多数教师没有接受过系统且专业的特殊教育相关知识的学习,因此由特殊教育学校或特殊教育中心委派专业的教师指导普通学校及其教师开展融合教育工作成为独具中国特色的最佳实践,这些专业教师被称为巡回指导教师。融合教育背景下,巡回指导教师作为一线教师的“教师教育者”,演绎着自己独特的身份角色。实践性知识是教师通过教育实践检验、信以为真的知识,支配着教师教育教学的思想和行为。基于以上现实情况,本研究旨在通过对巡回指导教师实践性知识的内容以及运用过程的研究,探究巡回指导教师实践性知识的特征,分析巡回指导教师运用实践性知识的模式,从而为巡回指导教师解决下校指导方面的相关问题提供借鉴。 本研究采用质的研究范式,选择“逐梦”特殊教育研究与指导中心中的3位巡回指导教师为研究对象,通过访谈、观察等方法收集相关研究资料,挖掘巡回指导的实践性知识。首先,进入研究场域,对巡回指导教师的个人生活经历、教育经历、工作经历等进行分析。其次,分析巡回指导教师在巡回指导过程中需要哪些知识。第三,分析3位巡回指导教师运用这些知识的过程并总结出特征。在研究发现的基础上,借助融合教育理论和教师实践性知识理论,总结巡回指导教师实践性的特征,构建巡回指导教师运用实践性知识的模式。本研究的结论如下: 首先,巡回指导教师的实践性知识包括了五个方面的内容:(1)关于融合教育和自我的信念;(2)关于学生的知识;(3)关于课程与教学的知识;(4)关于学校及其教师的知识;(5)关于家长的知识。 其次,从巡回指导教师运用实践性知识的过程来看,巡回指导教师的实践性知识需要主体、情境、行动和反思的共同作用。 在此基础上,本研究形成了巡回指导教师运用实践性知识的模式,并提出巡回指导教师实践性知识的支持策略,包括关注巡回指导教师的实践;转化巡回指导教师的实践性知识;培养巡回指导教师团队;形成巡回指导工作模式。
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外文摘要: |
Inclusive education in ordinary schools has become an important form of enjoyment of the right to education for special students. However, inclusive education not only means that special students enter ordinary schools, but also requires special students to receive a suitable education in ordinary schools, and pursues high-quality inclusive education. As professionals in education and teaching, the level of teachers directly affects the quality and level of inclusive education. Since most teachers in ordinary schools have not received systematic and professional special education-related knowledge, it has become a best practice with Chinese characteristics for special education schools or special education centers to appoint professional teachers to guide ordinary schools and their teachers to carry out inclusive education work, and these professional teachers are called itinerant teachers. In the context of inclusive education, itinerant teachers, as the "teacher educators" of front-line teachers, play their own unique identity roles. Practical knowledge is the knowledge that teachers believe in through educational practice, and dominate the thoughts and behaviors of teacher education and teaching. Based on the above reality, this study aims to explore the characteristics of the practical knowledge of the itinerant teachers through the study of the content and application process of the practical knowledge of the itinerant teachers, and analyze the mode of the itinerant teachers' use of practical knowledge, so as to provide reference for the itinerant teachers to solve the relevant problems in the guidance of the ordinary school. This study adopts the qualitative research paradigm, selects 3 itinerant teachers in the “Zhu Meng” Special Education Research and Guidance Center as the research objects, collects relevant research materials through interviews, observations and other methods, and excavates the practical knowledge of itinerant teachers. First, enter the research field to analyze the personal life experience, education experience, and work experience of the itinerant teachers. Second, analyze what knowledge is needed by the touring instructors in the process of itinerant. Third, the process of applying this knowledge by the three itinerant teachers is analyzed and the characteristics are summarized. On the basis of the research findings, with the help of the Inclusive Education Theory and the Practical Knowledge Theory of teachers, the practical characteristics of itinerant teachers are summarized, and a model for roving guidance teachers to use practical knowledge is constructed. The conclusions of this study are as follows: First of all, the practical knowledge of the itinerant teachers includes five aspects: (1) the belief in inclusive education and self; (2) the knowledge of students; (3) the knowledge of curriculum and teaching; (4) the knowledge of the school and its teachers; and (5) the knowledge of parents. Secondly, from the perspective of the process of using practical knowledge by roving instructors, the practical knowledge of roving instructors requires the joint action of subject, situation, action and reflection. On this basis, this study forms a model for itinerant teachers to apply practical knowledge, and proposes a support strategy for itinerant teachers' practical knowledge, including paying attention to the practice of itinerant teachers; transforming the practical knowledge of itinerant teachers; cultivating the team of itinerant teachers; and forming a itinerant work model. |
参考文献总数: | 91 |
馆藏号: | 硕045119/22008 |
开放日期: | 2023-06-09 |