本文關(guān)鍵詞： 視障兒童 學(xué)前教育 課程開(kāi)發(fā) 個(gè)案研究　出處：《廣州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：過(guò)去十年來(lái),視障兒童的學(xué)前教育得到了一定的發(fā)展,但就教育課程而言,還沒(méi)有像針對(duì)九年義務(wù)教育學(xué)齡階段的視障、聽(tīng)障、智障兒童那樣形成一套比較科學(xué)、規(guī)范、系統(tǒng)、完整的課程來(lái)指導(dǎo)教師教學(xué),國(guó)內(nèi)關(guān)于學(xué)前視障兒童教育課程開(kāi)發(fā)的研究還處于起步階段,主要集中在課程設(shè)置的理論探討和零散的關(guān)于教學(xué)方法策略研究方面,關(guān)于學(xué)前視障兒童教育課程開(kāi)發(fā)的深入研究不多。本研究主要以個(gè)案研究的質(zhì)化研究方式為主,輔以量的研究,通過(guò)文獻(xiàn)資料搜集、問(wèn)卷調(diào)查、個(gè)案學(xué)校實(shí)地觀察、訪談、文本分析等方法,選取廣州市啟明學(xué)校(原盲人學(xué)校)幼兒部作為研究對(duì)象并收集其學(xué)前教育課程開(kāi)發(fā)的相關(guān)資料,主要圍繞個(gè)案盲�！盀楹芜M(jìn)行學(xué)前教育課程開(kāi)發(fā)”、“課程設(shè)計(jì)和實(shí)施的運(yùn)作狀況”、“課程實(shí)施效果的調(diào)查和訪談”和“課程開(kāi)發(fā)的問(wèn)題和思考”等多方面展現(xiàn)國(guó)內(nèi)盲校學(xué)前教育課程開(kāi)發(fā)狀況,結(jié)合各類調(diào)查對(duì)象、訪談人員和視障兒童教育專家的建議,提出課程開(kāi)發(fā)調(diào)整和改進(jìn)的建議和對(duì)策,有利于管中窺豹,一葉知秋,可以為各盲校的學(xué)前教育課程開(kāi)發(fā)提供樣板和參考,以促進(jìn)全國(guó)盲校學(xué)前教育課程體系的不斷發(fā)展和完善。本次研究結(jié)論如下:首先,盡管存在許多缺點(diǎn)與不足,個(gè)案盲校學(xué)前教育課程的開(kāi)發(fā)與實(shí)踐能夠讓視障兒童接受比較科學(xué)、系統(tǒng)、規(guī)范、完整的學(xué)前教育與訓(xùn)練,能夠較好地對(duì)視障兒童進(jìn)行缺陷補(bǔ)償、功能康復(fù)以及潛能挖掘,有利于他們今后的身心健康發(fā)展。其次,未來(lái)個(gè)案盲校學(xué)前教育課程開(kāi)發(fā)需改進(jìn)以下幾點(diǎn):一是課程目標(biāo)需要兼顧視障兒童身心發(fā)展的特殊性;二是課程設(shè)置需要考慮視障兒童身心發(fā)展的整體性;三是課程實(shí)施應(yīng)加強(qiáng)整合性和實(shí)踐性,形式多樣化和游戲化;四是課程評(píng)價(jià)方式應(yīng)多元化、科學(xué)化和規(guī)范化;五是提高幼兒教師、家長(zhǎng)和小學(xué)教師等的課程開(kāi)發(fā)參與度,共同做好課程開(kāi)發(fā)與建設(shè)工作。
[Abstract]:In the past ten years, preschool education for visually impaired children has been developed to a certain extent, but in terms of educational curricula, there has not been a set of relatively scientific, standardized and systematic education for children with visual impairment, hearing impairment and intellectual disabilities like those in the school-age period of nine-year compulsory education. The domestic research on the curriculum development of preschool children with visual impairment is still in its infancy, mainly focusing on the theoretical discussion of curriculum setup and the scattered research on teaching methods. There are few in-depth studies on the curriculum development of preschool children with visual impairment. This study mainly focuses on the qualitative research method of case study, supplemented by quantitative research, through literature collection, questionnaire survey, case school field observation, interviews, etc. Text analysis and other methods, selected Qiming School of Guangzhou (original School for the Blind) as the research object and collect the relevant data of pre-school education curriculum development, Mainly around the case school for the blind "why the preschool education curriculum development", "curriculum design and implementation of the operational situation", "curriculum implementation of the investigation and interviews" and "curriculum development problems and thinking" and other aspects of the show of domestic blindness. The status of curriculum development in pre-school education, Combined with the suggestions of various survey subjects, interviewees and education experts for visually impaired children, the suggestions and countermeasures for curriculum development adjustment and improvement are put forward, which will be beneficial to the tube-peeping leopard, Yiye Zhiqiu, This study can provide a model and reference for the development of preschool education curriculum in schools for the blind, in order to promote the continuous development and improvement of the curriculum system of preschool education in schools for the blind. The conclusions of this study are as follows: first, although there are many shortcomings and shortcomings, The development and practice of preschool education curriculum in case school for the blind can enable children with visual impairment to receive more scientific, systematic, standardized and complete pre-school education and training, and can better compensate for the defects of children with visual impairment, functional rehabilitation and potential mining. It is beneficial to their physical and mental development in the future. Secondly, the curriculum development of preschool education in the future case school for the blind needs to be improved as follows: first, the curriculum goal needs to take into account the particularity of the physical and mental development of children with visual impairment; Second, curriculum design needs to consider the integrity of physical and mental development of visually impaired children; third, curriculum implementation should strengthen integration and practicality, form diversification and play, fourth, curriculum evaluation methods should be diversified, scientific and standardized; Fifth, to improve the participation of preschool teachers, parents and primary school teachers in curriculum development and construction.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G761;G612

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吳揚(yáng);錢志亮;;盲校學(xué)前教育課程設(shè)置現(xiàn)狀的調(diào)查研究[J];中國(guó)特殊教育;2016年08期

2 彭霞光;;視力殘疾幼兒早期教育現(xiàn)狀和發(fā)展對(duì)策[J];現(xiàn)代特殊教育;2011年06期

3 王莉;;視力殘疾幼兒學(xué)前課程設(shè)置的探索和思考[J];現(xiàn)代特殊教育;2011年06期

4 徐素瓊;羅婧;黃萬(wàn)玲;;學(xué)前階段視覺(jué)障礙兒童的課程編制與應(yīng)用[J];畢節(jié)學(xué)院學(xué)報(bào);2011年05期

5 劉德華;;特教學(xué)校視障兒童學(xué)前教育探索[J];現(xiàn)代特殊教育;2009年11期

6 郝明君;;我國(guó)特殊教育課程研究的發(fā)展、現(xiàn)狀與走向[J];重慶師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年06期

7 吳春艷;;視力殘疾兒童社會(huì)性游戲發(fā)展的研究綜述[J];中國(guó)特殊教育;2008年12期

8 曹衛(wèi)紅;;殘障兒童的早期干預(yù)與正常兒童的早期教育之比較[J];科技風(fēng);2008年11期

9 李秀;;特殊教育課程理論的發(fā)展趨勢(shì)[J];現(xiàn)代特殊教育;2007年Z1期

10 黃汝倩;視力障礙兒童學(xué)前教育課程設(shè)置探索[J];中國(guó)特殊教育;2002年04期

相關(guān)博士學(xué)位論文 前1條

1 王春燕;中國(guó)學(xué)前課程百年發(fā)展、變革的歷史與思考[D];南京師范大學(xué);2003年

相關(guān)碩士學(xué)位論文 前4條

1 崔振燕;園本課程的開(kāi)發(fā)現(xiàn)狀、問(wèn)題及對(duì)策研究[D];山東師范大學(xué);2011年

2 羅勤;兒童福利機(jī)構(gòu)學(xué)前特殊教育模式回顧與展望[D];華中師范大學(xué);2011年

3 徐海英;視障兒童的早期關(guān)懷與教育[D];南京師范大學(xué);2008年

4 李芳;游戲與特殊教育[D];華中師范大學(xué);2004年

，

本文編號(hào)：1538845