学前融合教育已经成为特殊幼儿接受早期教育的重要形式。但学前融合教育并不单纯意味着特殊幼儿进入到普通幼儿园，更重要的在于融合质量的提高。学前融合教育质量的提高关键在于融合幼儿园的课程。由于学前教育领域课程权力的下放和园本课程的开发，幼儿教师的课程决策成为融合幼儿园促进特殊幼儿课程学习与课堂参与的关键。基于这一现实，本研究旨在通过对融合幼儿园教师课程决策的内容、方式以及课程决策过程中影响因素的研究，探究融合幼儿园幼儿教师课程决策的特征，构建融合幼儿园教师课程决策的模式，从而为融合幼儿园教师决策特殊幼儿课程方面的相关问题提供借鉴和指导。 本研究采用质的研究范式，选择青岛市X融合幼儿园中的6位教师为研究对象，通过课堂观察、访谈和实物收集等方法收集相关资料，挖掘幼儿教师在课程决策方面的相关内容。首先，进入研究现场，对幼儿教师课程决策的发生情境X融合幼儿园的发展历程、文化和课程特色进行分析。其次，分析融合幼儿园教师在课程目标、课程主题、课程活动选择、课程实施以及课程评价方面做出了哪些决策以及做出这些决策的依据。第三，分析几位幼儿教师课程决策的方式并总结每种决策方式的特征。第四，通过访谈和观察分析融合幼儿园教师在课程决策中的人际互动。在研究发现的基础上，根据融合教育理论、博弈理论和符号互动理论，总结融合幼儿园教师课程决策的特征，构建教师课程决策的模式。本研究的结论如下： 首先，融合幼儿园教师的课程决策体现了四个方面的特征：（1）融合幼儿园教师的课程决策是一个在科学取向与经验取向支配下相互博弈的冲突过程；（2）幼儿教师在课程决策中面临着兼顾普通幼儿与特殊幼儿课程学习需要的均衡抉择；（3）幼儿教师的课程决策以尊重特殊幼儿差异与促进他们的课程参与为目标；（4）幼儿教师的课程决策是在特定情境中与不同群体的互动生成的。 第二，从融合幼儿园教师课程决策的内容来看，融合幼儿园教师课程决策包含五个要素，即课程目标的个别化；课程主题的生活化；课程中活动的融合化；课程实施平衡化；课程评价人本化。 第三，从融合幼儿园教师课程决策的方式来看，幼儿教师课程决策有四种方式，分别为教师集体的协商决策、“师徒制”下的协同决策、教学引导的支持决策以及教师的反思决策。 第四，从课程决策的影响因素来看，融合幼儿园教师在课程决策的过程中受到来自情境、自我和重要他人三个方面的因素影响。融合幼儿园的情境为教师课程决策提供了牵引力，幼儿园的文化和制度情境既为幼儿教师的课程决策提供了决策空间，同时也带了限制和约束。包括家长、管理人员、配班老师和特殊幼儿在内的重要他人为幼儿教师的课程决策提供了外部的驱动力。幼儿教师自我内部的因素，如工作经验、领悟能力、教育理念、专业发展等，为教师的课程决策提供了内部驱动力。 在此基础上，本研究构建了融合幼儿园教师课程决策的模式，并提出了融合幼儿园教师课程决策的支持策略，包括通过赋权发挥教师课程决策的主体性；利用多种途径来增强教师的课程决策能力；为融合幼儿园教师课程决策提供多种资源及环境支持；发挥幼儿教师的实践智慧在课程决策中的作用。

Inclusion of early childhood has become one of the most important educational placements for children with special educational needs (SEN). However, inclusion does not simply mean that children with SEN are integrated into regular kindergartens physically, and what is the more important for inclusion is the educational quality. Further, the key to improving the quality of inclusion of early childhood is the curriculum. Due to the decentralization of curriculum power and the development of the kindergarten-based curriculum in preschool education, the curriculum decision-making of preschool teachers has become the key to promote young children with SEN to learn and take participate in classroom activities. Based on this reality, the purpose of this study aims to explore the contents, approaches and the influencing factors of preschool teachers’ curriculum decision-making, in order to outline the characteristics of preschool teachers’ curriculum decision-making and finally construct a model of preschool teachers’ curriculum decision-making in inclusive kindergartens. Meanwhile, this study will also provide some suggestions for preschool teachers in making decisions on the curriculum. With the qualitative research paradigm, this study selects six teachers as the research participants in an inclusive kindergarten in Qingdao. With interview, classroom observation and physical analysis, the author collect relevant data about preschool teachers’ curriculum decision-making. First, the author entered into the research field and analyzed the development history, culture and curriculum characteristics of the inclusive kindergarten in which the preschool teachers’ curriculum decision-making occurred. Secondly, this study analyzed what decisions have been made and the basis of these decisions made by preschool teachers in the curriculum objectives, curriculum themes, selection of curriculum activities, curriculum implementation and curriculum evaluation. Third, it analyzed the approaches of these preschool teachers’ curriculum decision-making and summarized the characteristics of each decision-making style. Fourth, with interview and observation, this study analyzed the interpersonal interaction of preschool teachers in curriculum decision-making. Combined with the theory of inclusive education, game theory and symbol interaction theory, this paper summed up the characteristics of preschool teachers’ curriculum decision-making and constructed the model of the teachers’ curriculum decision-making. The conclusions of this study are as follows: First, the preschool teachers’ curriculum decision-making in inclusive kindergarten embodies four characteristics:(1) the curriculum decision-making of preschool teachers in inclusive kindergartens is a game process of mutual conflict between the scientific orientation and empirical orientation which dominate the decision-making; (2) During the process of curriculum decision-making, preschool teachers are faced with the choice taking both the learning needs of regular children and children with SEN into account;(3) The curriculum decision-making of preschool teachers is aimed at respecting the differences between regular children and children with SEN and promoting their participation in the curriculum activities; (4) The curriculum decisions of preschool teachers are generated from interaction among different groups in specific situations. Second, as for the content of preschool teachers’ curriculum decision-making, it includes five elements: the individualization of curriculum objectives, life orientation of curriculum themes, the integration of curriculum activities; the elements balance of curriculum implementation and humanization of curriculum evaluation. Third, in the terms of the ways of preschool teachers’ curriculum decision-making, there are four ways for preschool teachers to make curriculum decisions: the negotiated decision-making among teacher groups, the collaborative decision-making under the apprenticeship, the supportive decision-making during the instructional guidance and the reflecting decision-making of teachers. Fourth, there are three factors influencing preschool teachers’ curriculum decision-making, which are situation, teachers themselves and important others. The culture and institutional situation of the inclusive kindergarten provide decision-making space for preschool teachers, and meanwhile bring with constraints and restrictions. The important others, which include parents of children with SEN, managers of kindergarten, assistant teachers and children with SEN, provide external driving force for preschool teachers’ to make curriculum decisions. The self-internal factors of preschool teachers, such as work experience, comprehension ability, educational philosophy and professional development, provide internal driving force for preschool teachers’ to make curriculum decisions. Finally, this study constructs a model of preschool teachers’ curriculum decision-making and proposes some supportive strategies for preschool teachers to make curriculum decisions, which include motivating the subjectivity of preschool teachers in curriculum decision-making d through empowerment, using multiple ways to enhance teachers’ ability of curriculum decision-making, providing various resources and environmental support for teachers and inspiring the practical wisdom of preschool teachers in curriculum decision-making.