本文選題：全納素養(yǎng) + 教師全納素養(yǎng)��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：在國(guó)際社會(huì)積極倡導(dǎo)教育民主與平等、拒絕歧視與排斥的背景下,全納教育已成為一項(xiàng)重要的“全球性議程”。然而,隨著全納教育時(shí)代的到來(lái),世界各國(guó)的全納教育實(shí)踐卻陷入困境。究其原因在于教師全納素養(yǎng)的缺失使得班級(jí)中學(xué)生多樣化的學(xué)習(xí)需求難以滿足。近年來(lái),探尋提升教師全納素養(yǎng)的新途徑和新方法成為全納教育領(lǐng)域的熱點(diǎn)話題。本研究就是從全納教育實(shí)踐的困境出發(fā),選擇美國(guó)IRIS平臺(tái)作為研究對(duì)象,從而探究美國(guó)應(yīng)對(duì)教師全納素養(yǎng)不足的解決方案。作為教師全納素養(yǎng)發(fā)展的平臺(tái),IRIS自建立以來(lái)就受到了廣泛關(guān)注,并作為聯(lián)合國(guó)教科文組織的示范項(xiàng)目進(jìn)行全球推廣。它的出現(xiàn)對(duì)提升教師全納素養(yǎng),推動(dòng)全納教育實(shí)踐具有重要意義。本研究依據(jù)比較教育學(xué)研究的基本范式,基于埃德蒙·金的比較教育理論分析框架,綜合使用了文獻(xiàn)法、比較法及案例法,從IRIS平臺(tái)的搭建背景和構(gòu)成要素入手,深入挖掘平臺(tái)資源開發(fā)過(guò)程與內(nèi)容結(jié)構(gòu),并結(jié)合具體的主題單元闡釋了平臺(tái)的課程學(xué)習(xí),最后基于平臺(tái)的發(fā)展特點(diǎn)對(duì)我國(guó)構(gòu)建教師全納素養(yǎng)平臺(tái)提供有益的經(jīng)驗(yàn)啟示。研究主要包括以下五個(gè)部分內(nèi)容:第一部分闡述了IRIS平臺(tái)的搭建背景。IRIS平臺(tái)是基于美國(guó)基礎(chǔ)教育改革大背景,從教師全納素養(yǎng)缺乏以及傳統(tǒng)教師全納素養(yǎng)發(fā)展途徑受限的現(xiàn)實(shí)出發(fā),順應(yīng)計(jì)算機(jī)網(wǎng)絡(luò)在教育領(lǐng)域成熟應(yīng)用的趨勢(shì),由聯(lián)邦教育部特殊教育辦公室投資搭建的國(guó)家資源中心。第二部分從IRIS平臺(tái)發(fā)展的目標(biāo)與任務(wù)、服務(wù)對(duì)象、學(xué)習(xí)環(huán)境、運(yùn)行機(jī)制四個(gè)方面對(duì)其構(gòu)成要素進(jìn)行闡述。IRIS平臺(tái)以提升教育工作者的全納素養(yǎng)為目標(biāo),從教育者實(shí)際需求出發(fā)開發(fā)資源,構(gòu)建有效的網(wǎng)絡(luò)學(xué)習(xí)環(huán)境和豐富的學(xué)習(xí)資源內(nèi)容,現(xiàn)已經(jīng)形成較為系統(tǒng)的內(nèi)在構(gòu)成和外在表現(xiàn)形式。第三部分主要對(duì)IRIS平臺(tái)的資源開發(fā)進(jìn)行研究。首先,循證實(shí)踐理論和全納教育理論為平臺(tái)的資源開發(fā)提供了理論依據(jù),其中循證實(shí)踐理論為資源開發(fā)的有效性和科學(xué)性提供了理論支持,而全納教育相關(guān)理論,特別是教師全納素養(yǎng)結(jié)構(gòu)為平臺(tái)建立資源主題提供了理論視角。其次,闡述了平臺(tái)資源開發(fā)的具體路徑。資源開發(fā)參照循證理念的操作規(guī)范,從教師全納素養(yǎng)發(fā)展的實(shí)際問(wèn)題出發(fā),通過(guò)尋找和整理最佳證據(jù),結(jié)合平臺(tái)的學(xué)習(xí)單元模塊而形成研究成果并進(jìn)行傳播。最后,重點(diǎn)分析了平臺(tái)資源的主題構(gòu)建和學(xué)習(xí)單元。第四部分結(jié)合案例論述了IRIS平臺(tái)具體的學(xué)習(xí)過(guò)程。通過(guò)在使用率較高的“殘疾”主題資源中選取了“調(diào)整物理環(huán)境:為視力障礙兒童布置教室”這一學(xué)習(xí)單元來(lái)詳盡闡述課程學(xué)習(xí)的過(guò)程。第五部分通過(guò)總結(jié)IRIS平臺(tái)在目標(biāo)定位、學(xué)習(xí)環(huán)境、資源開發(fā)、資源內(nèi)容、資金籌措等方面的有益做法,為我國(guó)構(gòu)建教師全納素養(yǎng)發(fā)展平臺(tái)提供經(jīng)驗(yàn)啟示。
[Abstract]:In the context of international community advocating education democracy and equality and rejecting discrimination and exclusion, inclusive education has become an important "global agenda". However, with the arrival of inclusive education era, the practice of inclusive education all over the world is in difficulty. The reason is that the lack of teachers'inclusive literacy makes it difficult to meet the diverse learning needs of middle school students. In recent years, it has become a hot topic in the field of inclusive education to explore new ways and methods to improve teachers' inclusive literacy. From the dilemma of inclusive education practice, this study chooses the American IRIS platform as the research object, and explores the solution to the teacher's inclusive literacy deficiency in the United States. As a platform for the development of teachers' inclusive literacy, IRIS has received extensive attention since its establishment, and has been promoted globally as a demonstration project of the United Nations Educational, Scientific and Cultural Organization (UNESCO). Its appearance is of great significance to the improvement of teachers'inclusive quality and the promotion of inclusive education practice. According to the basic paradigm of comparative education research and Edmund King's framework of comparative education theory, this study synthetically uses the literature method, comparative method and case law, starting with the background and elements of the IRIS platform. This paper deeply excavates the development process and content structure of the platform resources, and explains the curriculum learning of the platform in combination with the specific subject units. Finally, based on the development characteristics of the platform, it provides useful experience and inspiration for the construction of teacher inclusive literacy platform in China. The research mainly includes the following five parts: the first part describes the background of the IRIS platform, which is based on the basic education reform in the United States. Based on the reality that teachers' inclusive literacy is lacking and traditional teachers' inclusive literacy development approaches are limited, and in accordance with the trend of mature application of computer network in the field of education, the National Resource Center is set up with the investment of the Office of Special Education of the Federal Ministry of Education. The second part of the IRIS platform from the development of the objectives and tasks, service objects, learning environment, operating mechanism of the four aspects of its constituent elements. IRIS platform in order to improve the inclusive literacy of educators as the goal. According to the actual needs of educators, the development of resources, the construction of an effective network learning environment and the rich content of learning resources have now formed a relatively systematic internal structure and external forms of expression. The third part mainly studies the resource development of IRIS platform. First of all, evidence-based practice theory and inclusive education theory provide the theoretical basis for the development of resources on the platform, in which evidence-based practice theory provides theoretical support for the effectiveness and scientific nature of resource development, and inclusive education related theories. In particular, teachers' inclusive literacy structure provides a theoretical perspective for the platform to establish a resource theme. Secondly, the specific path of platform resource development is expounded. According to the operational norms of evidence-based concept, resource development, starting from the practical problems of teachers' inclusive literacy development, forms research results and disseminates by looking for and collating the best evidence and combining the learning unit module of the platform. Finally, the theme construction and learning unit of platform resources are analyzed. The fourth part discusses the specific learning process of IRIS platform with a case study. The course learning process is explained in detail by selecting the learning unit "adjusting the physical environment: arranging classrooms for children with visual impairment" among the subject resources of "disability", which has a high utilization rate. In the fifth part, the author summarizes the beneficial practices of IRIS platform in the aspects of target orientation, learning environment, resource development, resource content, financing and so on, and provides experience and enlightenment for the construction of teacher inclusive literacy development platform in China.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451

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本文編號(hào)：1882077