本文選題：特殊教育學(xué)校 + 培智校本課程開發(fā)��； 參考：《新疆師范大學(xué)》2017年碩士論文

【摘要】：隨著我國培智課程改革的不斷深入,培智學(xué)校校本課程的開發(fā)成為了一個熱點,我國各地區(qū)特殊教育學(xué)校紛紛進行培智校本課程的開發(fā)并取得了一定的成果。作為特殊教育發(fā)展相對落后的新疆,在培智教材的使用上呈現(xiàn)出一種混亂的狀況,在使用中也由于內(nèi)容的限制、資源的不配套、教師理念差異以及經(jīng)濟發(fā)展、社會狀況的不同而產(chǎn)生了許多問題。新疆特殊教育學(xué)校進行培智校本課程開發(fā)勢在必行,對推動新疆培智教育健康運行意義重大。通過培智校本課程開發(fā)的理論梳理,采用問卷法、訪談法對新疆11所以培智教育為主的特殊教育學(xué)校進行調(diào)研,了解新疆培智校本課程開發(fā)現(xiàn)狀,發(fā)現(xiàn)培智校本課程開發(fā)中的問題,探討問題原因,提出解決策略。論文具體分為以下六部分:第一部分,引言。闡述選題來源與依據(jù),提出研究的目的與意義、思路與方法、研究重難點以及主要觀點和創(chuàng)新之處。第二部分,相關(guān)概念界定及研究綜述。界定“智力障礙”與“校本課程開發(fā)”,介紹國內(nèi)外普校校本課程及培智校本課程研究現(xiàn)狀。第三部分,培智學(xué)校校本課程開發(fā)的基本理論。梳理培智校本課程開發(fā)相關(guān)理論。第四部分,新疆培智校本課程開發(fā)現(xiàn)狀調(diào)查及結(jié)果分析。采用問卷法和訪談法對新疆培智校本課程開發(fā)的條件,開發(fā)的主體因素以及已開發(fā)的校本課程進行調(diào)查,對結(jié)果進行分析。第五部分,新疆培智校本課程開發(fā)的成效、存在問題及原因分析。根據(jù)調(diào)查結(jié)果總結(jié)成功經(jīng)驗,對新疆培智校本課程開發(fā)學(xué)校的限制條件進行探討,發(fā)現(xiàn)新疆培智校本課程開發(fā)存在以下問題:(1)相關(guān)部門重視程度低,南北疆開發(fā)條件差異大;(2)學(xué)校組織管理不到位,學(xué)校特色不明顯;(3)教師缺乏課程開發(fā)能力,課程開發(fā)積極性不高;(4)課程開發(fā)缺少各方支持,合作情況不理想;(5)課程資源開發(fā)程度低,已有課程缺乏科學(xué)性。進行原因分析。第六部分,新疆培智校本課程開發(fā)的策略。針對新疆培智校本課程開發(fā)中的問題,提出“統(tǒng)籌規(guī)劃,定期督導(dǎo);組織引領(lǐng),規(guī)范管理;加強培訓(xùn),學(xué)習(xí)提升;爭取支持,多方合作;科學(xué)規(guī)范,完善課程”的策略。
[Abstract]:With the continuous deepening of the curriculum reform in our country, the development of the school-based curriculum of the school has become a hot spot. The special education schools in various regions of our country have developed and achieved some achievements in the development of the school-based curriculum for the cultivation of intelligence. As a relatively backward Xinjiang, a kind of confusion has been presented in the use of the textbooks for the cultivation of intellectual education. In use, there are many problems due to the limitation of the content, the unmatched resources, the differences of teachers' ideas, the economic development and the social conditions. It is imperative to carry out the development of the school-based curriculum for Xinjiang special education school, which is of great significance to promote the development of the education of Xinjiang. The theory, using the method of questionnaire and interview, investigates the special education schools of Xinjiang 11, which is the main education of intellectual education. It understands the current situation of school based curriculum development in Xinjiang, finds out the problems in the development of the school-based curriculum, discusses the reasons for the problem and puts forward the solution strategy. The thesis is divided into the following six parts: the first part, introduction. Expound topic selection. Source and basis, put forward the purpose and significance of research, ideas and methods, research heavy and difficult points and the main points of view and innovation. The second part, the definition of related concepts and research review. It defines "intellectual barriers" and "school-based curriculum development", introduces the status of school based Curriculum and the study of school based school-based curriculum at home and abroad. The third part, to develop wisdom. The basic theory of school based curriculum development of the school. Combing the related theories of school-based curriculum development in the fourth part, the investigation and results analysis of the school based curriculum development in Xinjiang. The conditions of the development of the school-based curriculum in Xinjiang, the main factors of development and the developed school-based curriculum are investigated with the method of questionnaire and interview, and the results are made. The fifth part, the fifth part, the results of the development of Xinjiang school-based curriculum development, the existing problems and causes analysis. According to the results of the survey, we summarize the successful experience, and discuss the restrictive conditions of the school-based curriculum development school in Xinjiang, and find that there are the following problems in the development of Xinjiang school based school-based curriculum development: (1) the related departments attach little importance to the development of the north and South Xinjiang. There are great differences in conditions; (2) school organization management is not in place, school characteristics are not obvious; (3) teachers lack of curriculum development ability, curriculum development enthusiasm is not high; (4) curriculum development lack of support from all parties, cooperation is not ideal; (5) low level of development of curriculum resources, the lack of scientific curriculum. The sixth part, Xinjiang school based school-based curriculum Cheng Kaifa's strategy. In view of the problems in the school-based curriculum development of Xinjiang Pei Zhi, we put forward the strategy of "overall planning, regular supervision, organizational guidance, standardized management, strengthening training, learning promotion, support for support, multi cooperation, scientific standardization, and perfect curriculum".
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764

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