本文選題：特校教師 + 無障礙環(huán)境知識��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：縱觀新中國特殊教育的發(fā)展,從建國初到二十世紀(jì)八十年代中期,特殊教育學(xué)校一直是我國大陸特殊兒童教育安置的主要形式。隨著特殊教育的發(fā)展,我國已經(jīng)形成“以大量的特教班和隨班就讀為主體、以一定數(shù)量的特殊教育學(xué)校為骨干”的特殊兒童教育安置形式。對于特殊兒童而言,校園中無障礙的學(xué)習(xí)及生活環(huán)境是他們享受優(yōu)質(zhì)的適性教育以及融合教育的重要保障,因此,無論是特殊教育學(xué)校還是普通學(xué)校,都應(yīng)該加強(qiáng)無障礙校園環(huán)境建設(shè)。國務(wù)院發(fā)布的《特殊教育提升計(jì)劃(2014-2016)》中,也明確提出了“加強(qiáng)條件保障,改善特殊教育辦學(xué)條件,加強(qiáng)殘疾學(xué)生學(xué)習(xí)和生活無障礙設(shè)施建設(shè)”的要求。無障礙校園環(huán)境的主要目的在于去除標(biāo)簽,讓特殊學(xué)生能夠在一個尊重、關(guān)懷及接納的環(huán)境中學(xué)習(xí)與成長。當(dāng)越來越多的特殊學(xué)生走進(jìn)各級各類學(xué)校,享受平等教育權(quán)利的時候,無障礙校園環(huán)境的建設(shè)就變得更為重要。目前,我國對校園無障礙環(huán)境的研究大多停留在理論層面。學(xué)者們側(cè)重于校園無障礙環(huán)境的概念、內(nèi)涵、意義等方面,提出的關(guān)于無障礙環(huán)境構(gòu)建的建議也僅僅是基于某些理論和原則,缺乏實(shí)證調(diào)查,提出的對策建議比較理想化。有少量關(guān)于校園無障礙環(huán)境的實(shí)證研究都是基于建筑學(xué)理論,沒有從特殊教育視角進(jìn)行研究。行為改變理論認(rèn)為,必須以知識為基礎(chǔ),態(tài)度為動力,才能促進(jìn)行為改變。同時,增加知識是改變行為的必要條件,但知識自身并不一定能直接導(dǎo)致行為的改變,態(tài)度反映行為的傾向性,只有先改變態(tài)度才能轉(zhuǎn)變行為,并改善最終的行為結(jié)果。因此本研究以特校教師作為研究對象,對其無障礙環(huán)境知識和態(tài)度進(jìn)行調(diào)查,并對樣本教師分布的九所特殊教育學(xué)校的校園無障礙環(huán)境建設(shè)進(jìn)行了實(shí)地調(diào)查,最后探討了三者之間的內(nèi)在關(guān)系,為進(jìn)一步提高特校教師的無障礙環(huán)境知識水平和轉(zhuǎn)變態(tài)度提供實(shí)證證據(jù),為更好推進(jìn)我國各級各類學(xué)校(本研究中指特殊教育學(xué)校)無障礙環(huán)境建設(shè)提供參考和建議。本研究結(jié)果發(fā)現(xiàn):(1)自編的《特校教師的無障礙環(huán)境態(tài)度問卷》,符合教育測量學(xué)的要求,具有良好的信效度,可以作為研究的測量工具。(2)特校教師的無障礙環(huán)境知識分為三個維度,各維度得分從高到低依次是基本概念規(guī)劃原則設(shè)計(jì)考量。(3)特校教師的無障礙環(huán)境知識在性別、居住地、教育背景、教育類別、無障礙相關(guān)經(jīng)歷等變量上存在著差異。(4)特校教師的無障礙環(huán)境態(tài)度分為三個維度,各維度得分的排序?yàn)?正向情感其他行為傾向教學(xué)行為傾向正確認(rèn)知。(5)特校教師的無障礙環(huán)境態(tài)度在性別、所在地區(qū)、教育背景、教育類別、職務(wù)、無障礙相關(guān)經(jīng)歷等變量上存在著差異。(6)特殊教育學(xué)校的無障礙環(huán)境達(dá)標(biāo)率偏低,各項(xiàng)無障礙設(shè)施的標(biāo)準(zhǔn)化總均分為2.515分。出入口和樓梯的情況稍好,廁所和電梯的得分偏低。各項(xiàng)得分從高到低依次是出入口樓梯扶手通道電梯廁所。(7)特校教師的無障礙環(huán)境知識與環(huán)境態(tài)度呈顯著正相關(guān);特校教師無障礙環(huán)境知識掌握程度與校園無障礙環(huán)境現(xiàn)狀呈顯著正相關(guān);特校教師對無障礙環(huán)境的態(tài)度與校園無障礙環(huán)境建設(shè)情況呈顯著正相關(guān)。(8)特校教師對無障礙環(huán)境的態(tài)度在其無障礙環(huán)境知識和校園無障礙環(huán)境建設(shè)之間起部分中介作用。本研究通過對樣本學(xué)校無障礙環(huán)境建設(shè)及教師無障礙環(huán)境知識和態(tài)度的調(diào)查,悉知了九所樣本學(xué)校在校園無障礙環(huán)境建設(shè)中存在的具體問題并將調(diào)查結(jié)果形成報告反饋給九所樣本院校,但由于個人精力有限,無法對更多學(xué)校進(jìn)行實(shí)地調(diào)查并提出針對性的建議。由于缺乏類似研究結(jié)論的支持,也使文章的深刻性和拓展性不足。因此在后續(xù)的研究方向中應(yīng)考慮對我國校園無障礙環(huán)境監(jiān)督與管理體系的建立進(jìn)行論證,并對無障礙環(huán)境建設(shè)的測量工具進(jìn)行進(jìn)一步完善,使其可在監(jiān)督與管理體系中發(fā)揮作用。
[Abstract]:Throughout the development of new China special education, from the beginning to the middle of 1980s, the special education school has been the main form of our country, special education placement. With the development of special education, our country has formed "to a large number of special education classes and regular classes as the main body, with a certain number of special education schools as the backbone. The special education placement form. For the special children, learning and living environment of barrier free campus is an important guarantee, they enjoy the high quality education and the integration of adaptive education therefore, whether special education schools or ordinary schools, should strengthen the barrier free campus environment construction. The special education promotion plan issued by the State Council (< 2014-2016)", also explicitly proposed to strengthen security conditions, improve the special education school conditions, strengthen the disabled students' learning and life without obstacles. Construction ". The main purpose is to remove the barrier free campus environment for students to special labels, in one respect, care and acceptance and learning environment. Students when more and more into the various types of schools, enjoy the equal right to education, the construction of barrier free campus environment is becoming more and more important. At present, the research of barrier free environment in China on campus mostly remained at the theoretical level. The scholars focused on the concept, on the campus of barrier free environment connotation, meaning, concerning suggestions for the construction of barrier free environment is only some theories and principles based on the lack of empirical investigation, put forward countermeasures and suggestions of the ideal there is a small amount of empirical research. On the campus of the barrier free environment is based on the theory of architecture, there is no study from special education perspective. Behavior change theory, must be based on knowledge Based on attitude as the driving force to promote behavioral change. At the same time, the increase of knowledge is a necessary condition to change behavior, but their knowledge does not necessarily directly lead to changes in behavior, attitude of reflect the behavior, only to change the attitude to change behavior, and improve the final results. So in this study the behavior of teachers in special schools as the research object, the accessibility of knowledge and attitude survey, and the nine special education school teachers sample distribution of the campus construction of barrier free environment were investigated, and finally discusses the relationship between the three, to provide empirical evidence to further improve the teachers knowledge level and the change of barrier free environment attitude, to promote all types of schools at all levels in our country for the better (in this study refers to the special education school) without obstacles and provide reference environment. The results of this study are: (1) self. Barrier free environment attitude questionnaire > teachers in special schools, with educational surveying requirements, has good reliability and validity, which can be used as a measurement tool to study. (2) the barrier free environment of knowledge teachers in special schools are divided into three dimensions, the scores from high to low is the basic concept of the principle of planning and design considerations. (3) teachers of barrier free environmental knowledge in gender, residence, education background, education category, accessibility experience related variables such as differences exist. (4) the barrier free environment attitude of teachers in special schools are divided into three dimensions, ranking for each dimension score: other positive emotional behavior tendency the teaching behavior of correct cognition. (5) the barrier free environment attitude of teachers in special schools in the area, gender, education background, education categories, positions, accessibility experience related variables such as differences exist. (6) the special education school accessibility compliance rate is low, the A barrier free facilities standard score is 2.515 points. The entrance and staircase was slightly better, the toilet and lift the low score. The score from high to low is entrance channel lift staircase handrails toilet. (7) teachers of barrier free environmental knowledge and environmental attitude had significant positive correlation teachers in special schools; barrier free environment knowledge and campus accessibility status was positively correlated; no special school teacher was positively related to the construction of attitude obstacle environment and campus barrier free environment. (8) teachers of a barrier free environment attitude plays a partial mediating role between the barrier free environment the knowledge and the campus construction of barrier free environment. Based on the investigation of barrier free environment construction and the teachers of the sample schools accessibility of knowledge and attitudes, all told nine sample schools in the campus construction of barrier free environment in out Body problem and the investigation results form a report to the nine sample schools, but because of personal energy is limited, not for more school investigation and put forward some suggestions. The conclusion of the study due to the lack of similar support, also make the profound and developing. Because this should consider the establishment of a barrier free environment and supervision the management system of our country campus argue in subsequent research direction, and the measurement tool of the construction of barrier free environment to further improve, so that it can play a role in the supervision and management system.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G760

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本文編號：1762678