本文選題：融合教育 + 普通中小學(xué)�。� 參考：《上海體育學(xué)院》2015年碩士論文

【摘要】：《世界人權(quán)宣言》和《人人受教育世界宣言》正式宣告了每一個(gè)兒童都享有受教育的權(quán)利。融合和參與體現(xiàn)了人的尊嚴(yán),是個(gè)體享受與實(shí)施人權(quán)的基礎(chǔ)。融合教育將普通兒童與特殊需要兒童放在同一教學(xué)環(huán)境下,使之平等接受教育,并在教育過程中最大限度的實(shí)現(xiàn)特殊需要兒童的機(jī)會平等、全面參與和全面發(fā)展。特殊需要兒童在身體健康、心理健康和社會適應(yīng)等方面處于明顯弱勢,在普通中小學(xué)的環(huán)境中要實(shí)現(xiàn)他們各方面的發(fā)展,要給予他們適宜的幫助和支持,使他們能夠真正的融入主流教育環(huán)境。學(xué)校體育教育對于他們來說有著其他科目無法比擬的作用。體育運(yùn)動可以增強(qiáng)他們身體素質(zhì)、改善身體形態(tài),培養(yǎng)團(tuán)隊(duì)合作精神和堅(jiān)強(qiáng)意志品質(zhì),提高社會適應(yīng)能力;并提供機(jī)會讓他們與普通兒童彼此了解,互相理解,互幫互助,從而實(shí)現(xiàn)融合教育的主旨。本文采用文獻(xiàn)資料法、訪談法和田野調(diào)查法,從融合教育視角下以捷克共和國與我國的普通中小學(xué)對特殊需要兒童的體育教育支持為研究對象,從安置支持、政策支持、師資支持和課程支持四個(gè)方面對捷克境內(nèi)的布爾諾市和茲林市的3所中小學(xué)以及我國上海市內(nèi)的14所中小學(xué)進(jìn)行體育教師訪談和體育課實(shí)地考察,對中國和捷克開設(shè)特殊教育(體育)專業(yè)的院校進(jìn)行訪談和實(shí)地考察。結(jié)論:1.安置支持方面,宏觀上中捷都以普通中小學(xué)融合式體育教育安置為主體形式;微觀上,具體體育課堂中捷克較之于我國特殊需要兒童參與度高,融合較好。2.政策支持方面,捷克與中國的特殊教育和特殊體育立法相差不大,捷克的法規(guī)支持更詳細(xì)具體,能較快出臺配套方案。3.師資支持方面,捷克普通中小學(xué)體育教師學(xué)歷較我國高,職前培養(yǎng)三種模式,開始較早,規(guī)模相對較大,一體化程度高;我國職前培養(yǎng)兩種模式,起步較晚,規(guī)模相對較小,尚未形成一體化培養(yǎng)體系。捷克比我國的職后培養(yǎng)支持力度大。4.課程支持方面,捷克普通中小學(xué)有系統(tǒng)的針對性補(bǔ)救體育課程,我國以滲透融合教育理念,但尚未成體系,缺乏針對性課程。建議:1.維護(hù)特殊需要兒童的體育權(quán)利,努力實(shí)現(xiàn)體育教育中的真正融合。2.健全政策法規(guī),加大政府支持,切實(shí)政策的執(zhí)行力。3.拓寬培養(yǎng)渠道,提高有特殊體育教育能力師資的數(shù)量和質(zhì)量。4.深化融合教育理念,加快特殊需要兒童的體育課程開發(fā)。
[Abstract]:The Universal Declaration of Human Rights and the World Declaration on Education for all proclaim the right of every child to education. Integration and participation embody human dignity and are the basis for individual enjoyment and implementation of human rights. Integration education places ordinary children and children with special needs in the same teaching environment, so that they can receive education equally, and realize equal opportunities, full participation and all-round development of children with special needs in the process of education. Children with special needs are at a significant disadvantage in terms of physical health, mental health and social adaptation. In order to achieve their development in all aspects in the environment of ordinary primary and secondary schools, children with special needs should be given appropriate help and support. To enable them to truly integrate into the mainstream education environment. Physical education in schools has an incomparable role for them in other subjects. Sports can enhance their physical fitness, improve their physical form, develop teamwork and strong will, improve their ability to adapt to society, and provide opportunities for them to understand, understand and help each other with ordinary children. In order to achieve the purpose of integrated education. Based on the methods of literature, interview and field investigation, this paper takes the support of physical education for children with special needs in the Czech Republic and China's primary and secondary schools as the research object, from the perspective of integration education, from the perspective of placement support and policy support. Teachers and curriculum support from four aspects of the Czech city of Brno and Zlin city of three primary and secondary schools and 14 primary and secondary schools in Shanghai, China's physical education teachers interviews and physical education class field visits, Interview and field study of special education (sports) colleges and universities in China and the Czech Republic. Conclusion 1. In terms of resettlement support, macroscopically China and Czech take the integration of physical education in ordinary primary and secondary schools as the main form; microcosmic, the Czech children with special needs in the specific physical education classroom participation is higher, integration is better. 2. In terms of policy support, the Czech Republic and China's special education and special sports legislation is not much different, Czech laws and regulations support more detailed and specific, can quickly come up with a supporting program. In terms of teacher support, the Czech ordinary primary and secondary school physical education teachers have higher academic qualifications than our country, and the three modes of pre-service training begin earlier, have a relatively large scale, and have a high degree of integration, while the two modes of pre-service training in our country start later and have a relatively small scale. An integrated culture system has not yet been formed. Czech post training support than our country. 4. 4. In the aspect of curriculum support, Czech elementary and middle schools have systematic targeted remedial physical education curriculum, but our country has permeated the concept of integrated education, but it is not yet systematic and lacks targeted curriculum. Suggestion 1. Safeguard the sports rights of children with special needs, and strive to realize the true integration of physical education. Improve policies and regulations, increase government support, practical implementation of policies. 3. Broaden the training channels, improve the number and quality of teachers with special physical education ability. Deepen the concept of integrated education and accelerate the development of physical education curriculum for children with special needs.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.96

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本文編號：1846308