【作者】 王倩；

【导师】 于素红；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 受各方面因素的影响,培智学校学生在语文的听说读写学习上存在一定的困难,教师在生活语文课堂的实际教学中也面临着一些挑战。通用学习设计理念主张为学习者提供不同的信息呈现方式、不同的行为表达方式和不同的参与方式。相较于传统的教学方式而言,教师将通用学习设计理念融入到课堂教学中对学习者来说是更为有益的,其可以最大限度地为学习者减少教学调整的需要。从已有研究来看,基于通用学习设计视角探讨培智学校生活语文课堂教学现状和影响因素的研究较少。为此,笔者从通用学习设计视角出发,深入调查研究我国培智学校生活语文课堂教学现状及影响因素,了解教师在实际课堂教学过程中面临的困难与挑战,为推动我国培智学校生活语文课堂教学有效开展提供思路与借鉴。本研究以定量研究和定性研究相结合的方式共开展了三部分研究。第一部分为编制与修订研究工具。按照问卷编制的常用步骤,基于通用学习设计视角自编培智学校生活语文课堂教学现状及影响因素自评问卷和访谈提纲;第二部分为现状研究,笔者使用信效度良好的问卷对219位培智学校生活语文教师的课堂教学现状展开调查,包括整体现状及差异表现;第三部分为影响因素研究,采用影响因素问卷,通过回归分析探究了学生、学校和教师因素与课堂教学现状的关系。研究结果表明:(1)编制的《培智学校生活语文课堂教学现状及影响因素自评问卷》信效度良好,具有一定合理性。现状问卷包含多样化信息呈现方式、多样化行为表达方式和多样化参与方式三个维度;影响因素问卷包括学生的能力与需求、学校的要求与支持、教师的教学观念、教师的自我认知与他人支持四个维度。(2)基于通用学习设计视角,培智学校生活语文课堂教学现状总体表现良好,三个维度的表现水平由高到低依次是:多样化信息呈现方式、多样化参与方式和多样化行为表达方式。(3)培智学校生活语文课堂教学现状在教师的性别和学历变量上不存在显著差异,在教师的年龄、专业背景、职称、教龄和执教班级学生人数变量上存在显著差异。(4)基于通用学习设计视角,影响培智学校生活语文课堂教学现状的因素来自学生、学校和教师,其中教师的自我认知与他人支持因素影响最大,其次是学生的能力与需求因素,最后是学校的要求与支持因素。根据研究结果得出以下结论:《培智学校生活语文课堂教学现状及影响因素自评问卷》可作为有效的研究工具,研究出的培智学校生活语文课堂教学现状总体处于中等偏上水平,该现状受学生、教师和学校因素影响。基于上述研究结论,本研究从学校和教师方面提出建议。从学校出发,学校要创设信息化教学环境;规范对教师课堂教学反思的要求;还要加强对教师的多媒体信息技术知识培训。从培智学校生活语文教师出发,教师要关注学生的优势学习通道;主动积累课堂教学经验;还要积极参加教育科研活动或其他教学实践活动。更多还原

【Abstract】 Under the influence of various factors,students with intellectual disability have some difficulties in Chinese listening,speaking,reading and writing,and there are also some challenges in the practical teaching of life-oriented Chinese.The philosophy of Universal Design for Learning advocates multiple means of representation,multiple means of action and expression and multiple means of engagement.Compared with traditional teaching methods,it is more beneficial for learners to integrate universal design for learning into instruction,which can minimize the need for teaching adjustment for learners.From the studies that have been done,few studies on the current situation and influencing factors of life-oriented Chinese in special school for intellectual disability from the viewpoint of universal design for learning.Therefore,based on the viewpoint of universal design for learning,the author checked into the current status and influencing factors of life-oriented Chinese in special school for intellectual disability,which deeply understood the status quo and influencing factors of life-oriented Chinese in special school for intellectual disability,and found the difficulties and challenges encountered by schoolteachers in the actual classroom teaching procedure.This research provides ideas and references for promoting the effective development of life-oriented Chinese in special school for intellectual disability.This research uses questionnaire survey and interview to check into the status quo and influencing factors of life-oriented Chinese in special school for intellectual disability.The research consists of three parts.Firstly,compiling and revising the research tools.Following the general process of questionnaire compilation,self-evaluation questionnaire and interview outline were compiled based on the universal design for learning perspective.Secondly,doing the present situation research,using good reliability and validity questionnaire to investigate the life-oriented teaching performance of 219 teachers,including the overall situation and differences in performance.Thirdly,doing the study of the influencing factors,using the influencing factors questionnaire,through regression analysis to explore the relationship between the factors of students,schools and teachers and the status quo of instruction.The results show that:(1)" the instruction status quo of life-oriented Chinese in special school for intellectual disability by self-report questionnaire " is of good reliability and validity,which has certain rationality.The status quo questionnaire includes three dimensions: multiple means of representation,multiple means of action and expression and multiple means of engagement;" the influencing factors questionnaire includes four dimensions: the factor of students’ ability and demand,the factor of school’s requirements and support,the factor of teachers’ teaching concept and the factor of teachers’ self-knowledge and others to support.(2)from the viewpoint of universal design for learning,the subjective evaluation of the present instruction situation of life-oriented Chinese in special school for intellectual disability is good,and the performance level of the three dimensions from high to low is: multiple means of representation,multiple means of engagement and multiple means of action and expression.(3)There is no significant distinction in the teachers’ different genders and educational backgrounds,and there are significant distinctions in the teachers’ different ages,professional backgrounds,professional titles,teaching experience and the number of students in the class.(4)Based on the viewpoint of universal design for learning,the factors that influence the present situation of life-oriented Chinese in special school for intellectual disability come from students,schools and teachers,among which teachers’ self-recognition and others to support factors are the most influential,followed by the factor of the students’ ability and demand,and finally the factor of the school’s requirements and support.In accordance to the research results,the conclusions are as follows: The self-assessment questionnaire on the status quo and Influencing factors of life-oriented Chinese in special school for intellectual disability can be used as an effective research tool,and the status quo of life-oriented Chinese in special school for intellectual disability is generally above middle level,which is affected by the factors of students,teachers and schools.Based on the above conclusions,this study come up with suggestions from schools and teachers.Starting from the school,the school should create the information teaching environment,standardize the requirements of teachers’ reflection on instruction,and deepen the training of teachers’ multimedia information technology knowledge.Starting from the life-oriented teachers in special school for intellectual disability,teachers should pay attention to students’ advantageous learning channels,take the initiative to pile up teaching experience and high-spiritedly take part in teaching and research exercises or other teaching practice exercises.更多还原