本文選題：學(xué)前融合班　切入點(diǎn)：幼兒教師　出處：《重慶師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 融合教育、個別化教育計劃等特殊教育理念近年來經(jīng)過各位專家、學(xué)者的推廣,在特教界已經(jīng)基本達(dá)到共識。但是,隨著時間的推移,教師們已經(jīng)不能滿足于概念和原則的認(rèn)識,更想知道此種理念對于學(xué)生、對于教學(xué)有何作用,如何才能運(yùn)用到實(shí)際教學(xué)中。同時,隨著教育研究的發(fā)展,曾經(jīng)備受青睞的“邏輯實(shí)證”不再是求真的唯一方式,人們的研究興趣轉(zhuǎn)向探求“意義世界”的“質(zhì)的研究”方法。 本研究是幼兒教師與資源教師共同實(shí)施學(xué)前融合班中一名特殊幼兒個別化教育計劃的過程,通過雙方教師的不同合作形式,探討雙方教師在實(shí)施個別化教育計劃時所面臨的問題、解決的策略以及教師在其中的成長。 本研究的研究目的為:探討學(xué)前融合班幼兒教師與資源教師在合作完成個別化教育計劃的過程中對教師產(chǎn)生的影響。 本研究采用質(zhì)的研究中的行動研究,即“將科學(xué)研究者與實(shí)際工作者的智慧結(jié)合起來,解決某一實(shí)際問題”的方法。以研究者為工具,在自然情景下對個人的生活世界以及社會組織的日常運(yùn)作進(jìn)行研究,研究者對研究情景積極參與,通過現(xiàn)場關(guān)觀察、訪談、收集實(shí)物等方式獲取原始資料。 本研究的研究對象為某小學(xué)資源教師和幼兒教師,研究者與雙方教師共同組成行動研究小組,在為時4個月的研究后,得出以下結(jié)論: 1、個別化教育計劃實(shí)施結(jié)論 1.1個別化教育計劃基本完成 1.2教學(xué)前的討論確保個別化教育計劃目標(biāo)順利融入教學(xué) 1.3教學(xué)中采取措施確保個別化教育計劃的有效實(shí)施 1.4教學(xué)后評量確保學(xué)生狀況真實(shí)記錄 1.5個別化教育計劃實(shí)施對幼兒課堂參與產(chǎn)生正面影響 1.6個別化教育計劃實(shí)施的困難 2、對教師影響的結(jié)論 2.1幼兒教師對個別化教育計劃認(rèn)識的提高 2.2資源教師對個別化教育計劃認(rèn)識的提高 2.3幼兒教師執(zhí)行個別化教育計劃信心提升 2.4幼兒教師對特殊幼兒認(rèn)識發(fā)生轉(zhuǎn)變 2.5教師教學(xué)技巧提高 2.6資源教師對如何和普教教師合作的認(rèn)識加深 2.7資源教師對自己角色的認(rèn)識轉(zhuǎn)變 2.8幼兒教師對自己角色的認(rèn)識轉(zhuǎn)變 2.9教師對研究的認(rèn)識改變 3、別化教育計劃在家庭的實(shí)施結(jié)論 3.1家校聯(lián)系增加 3.2家長、學(xué)校相互理解、鼓勵 3.3家庭教育方式改變 3.4家長教育態(tài)度的改變 文章最后給予研究建議與研究局限。
[Abstract]:In recent years, special education concepts such as integrated education and individualized education programs have been popularized by experts and scholars, and they have basically reached a consensus in the special education community. However, with the passage of time, Teachers are no longer satisfied with the understanding of concepts and principles. They want to know more about the role of such ideas in teaching for students and how they can be applied to practical teaching. At the same time, with the development of educational research, The once favored "logical positivism" is no longer the only way to seek truth. People's research interest turns to the "qualitative research" method of "meaning world". This study is a process of implementing a special preschool individualized education program for preschool teachers and resource teachers, through the different forms of cooperation between the two teachers. This paper discusses the problems faced by teachers of both sides in implementing individualized education programs, the strategies to solve them and the growth of teachers in them. The purpose of this study is to explore the influence of preschool teachers and resource teachers on teachers in the process of individual education. This study adopts the method of action research in qualitative research, that is, "combining the wisdom of scientific researchers and practical workers to solve a practical problem". In the natural situation, the author studies the life world of individual and the daily operation of social organization. The researcher actively participates in the research situation, obtains the original data by on-the-spot observation, interview, collection of material objects and so on. The subjects of this study are resource teachers and preschool teachers in a certain primary school. The researchers and teachers from both sides formed an action research group. After a four-month study, the following conclusions were drawn:. 1. Conclusion on the implementation of individualized education plan. 1.1 basic completion of individualized education programmes. 1.2 Pre-teaching discussions to ensure the smooth integration of individual educational programme objectives into teaching. 1.3 measures taken in teaching to ensure the effective implementation of individual education programmes. 1.4 Post-teaching assessment to ensure true record of students' status. 1.5 the implementation of individualized education programmes has a positive impact on the participation of young children in the classroom. 1.6 difficulties in implementing individualized education programmes. 2. The conclusion of the influence on teachers. 2.1 Awareness of individual education programmes among kindergarten teachers. 2.2 increased awareness of individual education programmes among resource teachers. 2.3 improved confidence of kindergarten teachers in implementing individualized education programmes. 2.4 changes in preschool teachers' perception of special children. 2.5 improvement of teachers' teaching skills. 2.6 increased awareness among resource teachers of how to cooperate with teachers in general education. 2.7 change in resource teachers' perception of their roles. 2.8 change in the perception of the role of preschool teachers. 2.9 change in teachers' perception of research. 3. Conclusion of the implementation of the sexualized education program in the family. 3.1 increase in school links. 3.2 parents, schools understand each other, encourage. 3.3 changes in the way of family education. 3.4 changes in parental attitudes towards education. Finally, the paper gives some suggestions and limitations.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 鄭蔚潔;上海市小學(xué)隨班就讀學(xué)生個別化教育計劃調(diào)查研究[D];華東師范大學(xué);2011年

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本文編號：1573624