發(fā)布時(shí)間：2018-04-20 13:43

  本文選題：聽障生 + 融合教育��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著特殊教育模式中融合教育的發(fā)展,我國(guó)教育主管部門也提出將一些身體有殘缺的學(xué)生安排到普通學(xué)校跟正常學(xué)生一起隨班就讀的教育模式。該教育模式的目的就是讓這些殘疾的學(xué)生能夠享受到跟正常學(xué)生一樣的待遇,讓其能夠通過(guò)接受正規(guī)的教育后,融入我國(guó)主流社會(huì),像正常人一樣的生活。然而目前我國(guó)隨班就讀融合教育的現(xiàn)狀卻不容樂(lè)觀,不但學(xué)校沒有給予重視,沒有建設(shè)相應(yīng)的教材,教師在教學(xué)過(guò)程中,還存在著以普通生為主的快速教學(xué)模式,而且教師大都沒有特殊教育的經(jīng)驗(yàn),在教學(xué)過(guò)程中,根本不知道怎樣對(duì)聽障生進(jìn)行教學(xué)。同時(shí)由于聽障生自身的原因,使得其上課參與性比較低,也不愿意跟其他同學(xué)一起玩,結(jié)果導(dǎo)致聽障生越來(lái)越自閉,也使得融合教育的優(yōu)勢(shì)并未得到有效的發(fā)揮。因此本文選擇對(duì)聽障生融合教育隨班就讀的研究,對(duì)融合教育中的老師、學(xué)校、普通生,甚至是聽障生的言談舉止和處理方式都有著可行的參考性。本文以上海市六區(qū)縣共計(jì)六名聽障隨班就讀生為個(gè)案,對(duì)這幾名聽障生的隨班就讀現(xiàn)象、普通學(xué)生對(duì)聽障生的態(tài)度、老師對(duì)聽障生的態(tài)度、以及老師的教學(xué)現(xiàn)狀進(jìn)行問(wèn)卷調(diào)查和訪談。并且在調(diào)查和訪談中發(fā)現(xiàn),在融合教育環(huán)境下,聽障生在隨班就讀過(guò)程中對(duì)教師的教學(xué)活動(dòng)參與性不高、上課常規(guī)差、也不和同學(xué)進(jìn)行交流。老師在教學(xué)過(guò)程中,也缺乏針對(duì)聽障生教學(xué)所需的教材和教具,部分教師還存在著將聽障生和普通學(xué)生進(jìn)行區(qū)別對(duì)待等現(xiàn)象。其次對(duì)這些調(diào)查和訪談的內(nèi)容進(jìn)行了統(tǒng)計(jì)和分析,對(duì)老師和學(xué)校提出了針對(duì)性的建議,希望可以為其他學(xué)校的隨班就讀的融合教育提供參考性的建議。本文采用問(wèn)卷調(diào)查的方式,除了論證數(shù)據(jù)外,還讓本文的結(jié)論更加具有代表性。論文共計(jì)分為五個(gè)部分,第一部分主要是介紹聽障生隨班就讀融合教育的背景、國(guó)內(nèi)外研究現(xiàn)狀以及本文的選題意義、研究方法等。第二部分主要是介紹融合教育的相關(guān)概念和理論基礎(chǔ),如融合教育的概念、聽障生的概念、隨班就讀的概念、正�；瓌t、回歸主流以及一體化教育等。本文的第三部分主要是問(wèn)卷調(diào)查的設(shè)計(jì)介紹,本部分詳細(xì)的記錄了整個(gè)問(wèn)卷調(diào)查,包括調(diào)查對(duì)象、調(diào)查方法和工具以及調(diào)查過(guò)程。本文的第四部分主要是對(duì)調(diào)查結(jié)果進(jìn)行分析,本部分選擇了6個(gè)不同的聽障生融合教育個(gè)案,證明結(jié)論的準(zhǔn)確性。本文的第五部分為本文的結(jié)論和建議,總結(jié)出隨班就讀聽障生在融合教育中常見的現(xiàn)象和影響小學(xué)隨班就讀聽障生融合教育的因素并且分別對(duì)教師和學(xué)校方面提出了不同的建議。
[Abstract]:With the development of integrated education in the mode of special education, the competent department of education in our country also proposes to arrange some disabled students in ordinary schools to attend classes with normal students. The purpose of this education model is to make these disabled students enjoy the same treatment as normal students, so that they can integrate into the mainstream society of our country and live like normal people after receiving formal education. However, the current situation of integrated education in class in our country is not optimistic. Not only has the school failed to pay attention to it, but it has not built the corresponding teaching materials. In the process of teaching, there is also a rapid teaching mode, which is dominated by ordinary students. And most teachers have no special education experience, in the teaching process, do not know how to teach hearing-impaired students. At the same time, due to the reasons of the hearing-impaired students themselves, their participation in class is low, and they are not willing to play with other students. As a result, the hearing-impaired students become more and more autistic, and the advantages of integrated education are not effectively brought into play. Therefore, this paper chooses the study of inclusive education for hearing-impaired students, which is a feasible reference for teachers, schools, ordinary students and even hearing-impaired students in their speech, behavior and treatment. Taking a total of six hearing-impaired students in six districts and counties of Shanghai as a case study, this paper deals with the phenomenon of following the class of these hearing-impaired students, the attitude of ordinary students towards hearing-impaired students, and the attitude of teachers towards hearing-impaired students. As well as the teacher's teaching present situation carries on the questionnaire survey and the interview. And in the investigation and interview, it is found that in the environment of integrated education, the students with hearing impairment are not highly involved in the teaching activities of teachers in the process of studying in the class, have poor routine in class, and do not communicate with their classmates. In the process of teaching, teachers also lack the teaching materials and teaching aids needed for hearing impaired students, and some teachers still have the phenomenon of treating hearing impaired students differently from ordinary students. Secondly, the contents of these surveys and interviews are statistically analyzed, and suggestions are put forward to teachers and schools, hoping to provide reference suggestions for integrated education in other schools. This paper adopts the method of questionnaire, besides proving the data, it also makes the conclusion of this paper more representative. The thesis is divided into five parts. The first part mainly introduces the background of the inclusive education of hearing impaired students, the research status at home and abroad, the significance of the topic, the research methods and so on. The second part mainly introduces the related concepts and theoretical bases of integrated education, such as the concept of integrated education, the concept of hearing impaired students, the concept of studying in class, the principle of normalization, the return to the mainstream and the integration of education. The third part of this paper is the design of the questionnaire, this part of the detailed record of the entire questionnaire, including the survey object, survey methods and tools and the investigation process. The fourth part of this paper is mainly to analyze the results of the investigation. In this part, six different cases of inclusive education of hearing impaired students are selected to prove the accuracy of the conclusions. The fifth part is the conclusion and suggestion of this paper. This paper summarizes the common phenomena of hearing impaired students in the class and the factors that affect the inclusive education of the students with hearing impairment in primary school, and puts forward different suggestions for teachers and schools.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G762

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