【作者】 何明；

【导师】 于松梅；

【作者基本信息】 辽宁师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 学前融合教育融合教育关乎每个儿童的人生发展,体现教育公平、社会和谐与文明发展的程度,这一先进的教育思潮得到世界各国的积极响应。我国融合教育经过社会各界多年来的共同努力,取得了显著进展,并继续向两端延伸发展,正成为新的教育热点。大力发展学前融合教育事业,幼儿教师的素质及专业发展问题将不容忽视。本研究以融合教育发展为背景,探究普通幼儿教师在融合教育教育工作实践中对于融合专业能力的自我感知,从中窥视幼儿教师融合教育专业能力的现状及存在的问题,探讨影响幼儿教师融合教育专业能力表现的原因,并提出促进幼儿教师专业能力提升的建议。本研究在大量阅读融合教育、幼儿教师融合教育素养等相关文献的基础上,结合我国《特殊教育教师专业标准(试行)》《幼儿园教师专业标准(试行)》中专业能力的相关要求,借鉴国外教师实施融合教育自我效能感研究,编制《幼儿教师实施融合教育专业能力调查问卷》作为研究工具。研究通过线下和线上发放问卷的方式,共收集128份有效教师问卷。此外,研究还对5位教师进行了半结构化访谈,详细了解她们在融合教育工作中的担忧和面临的困境,以及接受培训支持的情况。综合数据分析结果和访谈资料整理,本研究得到如下结论:1.研究通过探索性因素分析建构了幼儿教师融合教育专业能力的三维结构,即融合教学、融合合作和融合行为管理三种能力,调查问卷具有良好的结构效度。2.幼儿教师的融合教育专业能力处于中上水平,融合教学能力水平明显好于融合行为管理和融合合作能力。3.幼儿教师融合教育专业能力各维度水平主要受职务、教龄和是否参加相关课程或培训等因素影响。主班教师的融合教学能力好于配班教师,教龄较长的幼儿教师三项融合教育专业能力均优于教龄在3年及以下的新教师;参加过相关课程或培训的幼儿教师的融合教育专业能力也高于没经过培训的教师。本研究认为幼儿教师实施融合教育专业能力存在着融合行为管理能力存在短缺之处、家园合作不畅、融合教学中的个别化教学能力体现不足的问题。最后,本研究还探讨了影响幼儿教师融合教育专业表现的原因,并提出了提升幼儿教师实施融合教育工作专业能力的建议。更多还原

【Abstract】 After years of joint efforts of all walks of life,China’s inclusive education has made many progress and promotion,and has a trend of development extending to both ends.Preschool inclusive education has become a new education hot spot.To develop the cause of preschool integration education,the quality and professional development of preschool teachers will not be ignored.This study takes the development of inclusive education as the background,explores the self-awareness of the general preschool teachers in their work on the implementation of the level of professional competence of inclusive education,and from this perspective,it looks at the current situation and existing problems of the professional ability of preschool teachers to implement inclusive education,and discusses the reasons that affect the performance of preschool teachers’ inclusive education professional ability,and puts forward some suggestions to promote the improvement of preschool teachers’ professional ability.This research is based on reading a large number of related literature on inclusive education and inclusive education literacy of preschool teachers,combined with the relevant requirements of professional competence in my country’s "Special Education Teachers Professional Standards(Trial)" and "Kindergarten Teachers Professional Standards(Trial)",and draws on foreign "Self-efficacy Scale for Teachers’ Implementation of inclusive Education" understanding of inclusive education ability,self-compiled "Questionnaire on Professional Ability of Preschool Teachers’ Implementation of inclusive Education" as a research tool.The questionnaire contains three dimensions,namely,inclusive teaching ability,inclusive cooperation ability and inclusive behavior management ability.The study collected 128 valid teacher questionnaires through offline and online questionnaire surveys.In addition,this research also adopted the interview method to conduct semi-structured interviews with 5 teachers.The self-compiled "Interview Outline for Preschool Teachers’ inclusive Education Work" can understand the detailed situation and existing problems of preschool teachers’ professional abilities in inclusive education,as well as teachers’ worries,difficulties and support received in the work of inclusive education..Based on the questionnaire survey and interview data,this research has obtained the following research conclusions:1.Through exploratory factor analysis,this study constructs the three-dimensional structure of preschool teachers’ inclusive education professional competence,namely inclusive teaching,inclusive cooperation and inclusive behavior management.The questionnaire has good structural validity.2.The professional ability of preschool teachers in inclusive education is at the upper level,and the level of inclusive teaching ability is obviously better than the inclusive behavior management and inclusive cooperation ability.3.The dimensions of the professional ability of preschool teachers in inclusive education are mainly affected by their positions,teaching years and whether they have participated in relevant courses or training.The inclusive teaching ability of the main class teachers is better than that of the assigned class teachers.The three inclusive education professional abilities of the preschool teachers with older teaching years are all better than that of the new teachers with 3 years or less teaching years.The professional ability of preschool teachers who have attended relevant courses or training is also higher than that of teachers who have not received training.This study believes that there are some problems in the implementation of inclusive education professional ability of preschool teachers,such as the shortage of inclusive behavior management ability,the poor cooperation between families,and the lack of individual teaching ability in inclusive teaching.Finally,this study also discusses the reasons that affect the professional performance of preschool teachers in inclusive education,and puts forward some suggestions to improve the professional ability of preschool teachers in implementing inclusive education.更多还原