【作者】 舒国宋；

【导师】 黄志成；

【作者基本信息】 华东师范大学 ， 比较教育， 2006， 硕士

【摘要】 全纳教育是兴起于20世纪90年代的国际教育思潮。全纳教育的理念得到了世界各国的认可和接受，并在实践中得到了不同程度的实施和发展。全纳教育在英、美、西班牙等国获得了很好的实施与发展。而我国还处于理念上对全纳教育的一般认同和实践中的“随班就读”，还没有真正地贯彻全纳教育理念、构建全纳学校、实施全纳课堂教学。因此，本论文立足于我国的国情和教育现状，借鉴国外实施全纳教育以及进行全纳课堂教学的经验，对全纳课堂的教学氛围、教学观与教学策略进行研究，期望能够为全纳课堂教学提供理论指导与我国实施全纳教育打开突破口，奠定实践基础。 本论文共分成六个部分。前言简要介绍了全纳课堂教学研究的目的与现实意义、研究现状、研究方法和预期结果。 第一章全纳课堂教学的可行性与必要性。界定了全纳教育、全纳课堂的定义与理念，分析了全纳课堂教学的可能性与必要性，陈述了英、美、西班牙等国全纳课堂教学的研究现状和我国“随班就读”课堂教学的现状与存在的问题。 第二章从营造欢迎所有学生的课堂气氛、构建全纳的学习共同体、基于所有学生的无歧视的教学三个方面探讨如何营造全纳课堂的教学氛围。 第三章把建构主义教学、合作教学、和谐教学三种教学理论运用到全纳课堂的特定情境，探讨如何发展与建构全纳课堂的教学观。 第四章探讨了全纳课堂的教学策略，主要包括适合儿童学习风格的教学策略、合作教学、个性化教学、差异教学四种教学策略。 第五章结合我国的国情与教育现状分析了我国实施全纳课堂教学的意义、问题及对策。更多还原

【Abstract】 Inclusive education is one of the international education thoughts from 1990s.The ideas of inclusive education have been accepted throughout the world and put into practice in different degrees. While inclusive education has been well developed in USA , UK and Spain etc, it is only accepted of its ideas in China. Except "learning in regular classroom", we have not put the ideas of inclusive education into practice, set up inclusive schools, and carried out instruction in inclusive classroom. So the thesis will focus on teaching atmosphere, teaching ideas and teaching strategies in the inclusive classroom based on social background and educational state of our country, and experiences of other countries implementing the inclusive education and inclusive classroom instruction. The author expects that the thesis can both provide theoretic guidance and practical experiences for implementing inclusive classroom instruction.The thesis consists of six parts. The foreword describes the research meaning, research state, research methods and research results etc.The first chapter defines the inclusive education and the inclusive classroom, analyzes the feasibility and necessity of inclusive classroom instruction, introduces the research states in USA , UK and Spain etc, and situation and problems of " learning in regular classroom" in China.The second chapter discusses how to construct teaching atmosphere of the inclusive classroom through making all-student-included classroom atmosphere, building inclusive learning community, and instructing all students non-discriminatively .The third chapter applies the constructivism teaching, co-operative teaching, and harmony teaching to the inclusive classroom, discussing how to develop ideas of the inclusive classroom.The forth chapter discusses the teaching strategies of the inclusive classroom, including co-operative teaching strategy , individualized teaching strategy , differentiated teaching strategy and teaching strategy fulfilling children’s styles .The last chapter analyzes the value, problem and solution of implementing inclusive classroom instruction in China.更多还原