基础教育
基礎教育
기출교육
JOURNAL OF SCHOOLING STUDIES
2015年
1期
93-99
,共7页
融合教育%融合教育教师%培养模式
融閤教育%融閤教育教師%培養模式
융합교육%융합교육교사%배양모식
inclusive education%inclusive education teacher%teacher education model
融合教育的普及与质量提升对融合教师提出了更高的要求。当前教师培养的模式需要进行调整以应对融合教育带来的挑战。本文对国外两种主要的融合教育教师培养模式进行了介绍，分析了两种模式的课程调整方式、课程调整内容、课程实施方式以及两种模式各自的优缺点，并在此基础上，针对我国的融合教师培训现状，提出了融合教师培养的若干建议。
融閤教育的普及與質量提升對融閤教師提齣瞭更高的要求。噹前教師培養的模式需要進行調整以應對融閤教育帶來的挑戰。本文對國外兩種主要的融閤教育教師培養模式進行瞭介紹，分析瞭兩種模式的課程調整方式、課程調整內容、課程實施方式以及兩種模式各自的優缺點，併在此基礎上，針對我國的融閤教師培訓現狀，提齣瞭融閤教師培養的若榦建議。
융합교육적보급여질량제승대융합교사제출료경고적요구。당전교사배양적모식수요진행조정이응대융합교육대래적도전。본문대국외량충주요적융합교육교사배양모식진행료개소，분석료량충모식적과정조정방식、과정조정내용、과정실시방식이급량충모식각자적우결점，병재차기출상，침대아국적융합교사배훈현상，제출료융합교사배양적약간건의。
With the increased implementation and high standards of inclusive education, teacher educators have been challenged to make changes in programs to prepare pre-service teachers to meet this challenge. This article introduces the two mainly adopted inclusive teacher education models in foreign countries, and analyzes their changes in curricular approach, curricular content, curricular implementation form and their advantages and disadvantages. Based on the analysis of foreign inclusive teacher education model and current teacher education condition in China, several suggestions about China’s inclusive education are put forward.
