【摘要】 采用改编问卷对上海、广东317名特教班教师的专业素养现状进行调查，结果发现，特教班教师队伍具有人员年轻化、学历高、师范基础强、转岗比例大等特征；教师专业素养总体处于较好水平，子维度能力水平由高到低依次为专业态度、专业技能、专业知识、获取支持能力；任教学段、编制、年龄、职称、转岗经历、在职培训、班级规模等变量对教师专业素养具有显著解释力，而性别、学历、专业背景、生源特征、学校所在地等因素影响不显著。未来可借助复合型师资选育模式、差异化长效培训体系和多维度外部支持系统，以高质量师资支撑特教班从物理安置走向适宜融合。更多还原

【Abstract】 This research investigated the current state of professional competence among 317 teachers in special education classes across Shanghai and Guangdong using an adapted questionnaire. The findings reveal that the teaching force is characterized by a younger demographic,high edu-cational attainment,strong foundational teacher training,and a high proportion of transferred teachers. Overall,the teachers’ professional competence is at a relatively high level. The levels of sub-dimension competences,from high to low,are professional attitude,professional skills,professional knowledge,and the ability to obtain support. Variables such as educational stage,employment status,age,professional title,transfer experience,in-service training,and class size significantly predict teachers’ professional competence. In contrast,factors like gender,highest degree,professional background,student profile,and school location show no significant effect. It is suggested that through a comprehensive teacher selection and training model,a differentiated and long-term training system,and a multi-dimensional external support system,high-quality teachers can support special education classes to move from physical placement to appropriate inclusion.更多还原