本文選題：隨班就讀 + 差異教學(xué)��； 參考：《西南大學(xué)》2008年碩士論文

【摘要】： 隨班就讀作為我國在普通教育機(jī)構(gòu)對(duì)特殊兒童實(shí)施教育的一種形式,在滿足特殊兒童的教育需求,提高特殊兒童的入學(xué)率,促進(jìn)特殊兒童身心健康發(fā)展上具有重要的實(shí)踐意義。由于隨班就讀還存在著如師資質(zhì)量不高、教育方法落后等亟待解決的問題,使隨班就讀的特殊兒童難以真正得到符合其殘障特點(diǎn)、身心發(fā)展水平的教育,出現(xiàn)了“隨班就坐”和“隨班混讀”的情況,極大的限制了特殊兒童的發(fā)展。要改善隨班就讀的現(xiàn)狀,對(duì)教學(xué)理論和教育方法的研究成為核心的內(nèi)容。 本研究的目的是以美國心理學(xué)家加德納提出的多元智能理論以及布盧姆教育目標(biāo)分類學(xué)為理論基礎(chǔ),通過分析和研究在隨班就讀中差異教學(xué)模式的構(gòu)建,以期達(dá)到促進(jìn)特殊兒童的差異發(fā)展。因此本文對(duì)研究對(duì)克服隨班就讀教學(xué)中存在的諸多弊端,推動(dòng)特殊兒童的知識(shí)獲得、能力養(yǎng)成,促經(jīng)其身心水平的健康發(fā)展非常重要的實(shí)踐意義。 本研究以文獻(xiàn)法、比較法為研究方法,并結(jié)合個(gè)人的主觀和客觀條件,探討了差異教學(xué)和隨班就讀差異教學(xué)模式的含義。本研究闡述了多元智能理論與教育目標(biāo)分類學(xué)的主要觀點(diǎn),在此基礎(chǔ)上,分析了隨班就讀教育中實(shí)施差異教學(xué)的必要性和可能性,闡明了兩種理論在隨班就讀差異教學(xué)中的重要意義。 在此前提下,本文以多元智能理論和教學(xué)目標(biāo)分類學(xué)為基礎(chǔ),以目標(biāo)、程序、策略、內(nèi)容、條件等教學(xué)模式的基本環(huán)節(jié)為參考,提出了以入學(xué)前的差異評(píng)價(jià)、差異目標(biāo)的設(shè)立、差異內(nèi)容的選擇、差異評(píng)價(jià)的實(shí)施為基本內(nèi)容的特殊兒童隨班就讀教育模式的構(gòu)想。 隨班就讀差異教學(xué)的提出及其實(shí)施,還是一個(gè)比較的年輕的話題,需要在隨班就讀的不斷實(shí)踐中完善和發(fā)展。特殊兒童的殘障特點(diǎn)和差異,會(huì)給教師在班級(jí)教學(xué)中照顧特殊差異帶來一定的困難,對(duì)教師提出了新的更高的挑戰(zhàn)。隨班就讀差異教學(xué)模式雖然還需要接受實(shí)踐的檢驗(yàn),但我們相信它一定能在實(shí)踐中進(jìn)一步走向成熟和完善。
[Abstract]:As a form of education for special children in general education institutions in our country, it is of great practical significance to meet the education needs of special children, to improve the enrollment rate of special children and to promote the development of special children's physical and mental health. The problems to be solved make it difficult for the special children to be enrolled in the class to really get the education that conforms to their handicap and the level of physical and mental development. The situation of "sitting with the class" and "reading with the class" has greatly restricted the development of special children. Content.
The purpose of this study is based on the theory of multiple intelligences proposed by the American psychologist Gardiner and the taxonomy of Bloom's educational goal. Through the analysis and study of the construction of different teaching modes in the course of studying in the following classes, the purpose of this study is to promote the differential development of special children. It is of great practical significance to promote children's knowledge acquisition, develop their abilities and promote their healthy development.
This study, with the method of literature and comparison as the research method, combined with the subjective and objective conditions of the individual, explores the meaning of the difference teaching mode between the difference teaching and the following class. This study expounds the main viewpoints of the theory of multiple intelligences and the taxonomy of educational goals, and on this basis, it analyses the necessity of implementing differential teaching in class education. It is necessary to clarify the significance of the two theories in differentiated instruction in regular classes.
On this premise, based on the theory of multiple intelligences and the taxonomy of teaching objectives, and taking the basic links of the teaching model as target, procedure, strategy, content and condition as the reference, this paper puts forward a special child with the basic content of the difference evaluation, the establishment of the difference goal, the choice of the difference content and the implementation of the difference evaluation. The idea of the educational model.
It is a relatively young topic that needs to be improved and developed in the continuous practice of attending classes. The handicap characteristics and differences of special children will bring some difficulties for the teachers to take care of the special differences in class teaching and put forward new and higher challenges to the teachers. Although the differentiated teaching mode still needs to be tested by practice, we believe it will be further mature and perfect in practice.

【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】：2008
【分類號(hào)】：G760

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 黃瑩;英國差異化教學(xué)政策及策略研究[D];華東師范大學(xué);2010年

2 梁旭;隨班就讀聽障兒童回流問題研究[D];東北師范大學(xué);2010年

3 趙麗娜;智力障礙兒童現(xiàn)場教學(xué)研究[D];西南大學(xué);2013年

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本文編號(hào)：1879476