本文選題：幼兒園教師　切入點：家長　出處：《天津師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：20世紀90年代,聯(lián)合國教科文組織在西班牙薩拉曼卡召開的"世界特殊教育需要大會"上明確提出了"融合教育"這一思想,從那時開始,融合教育漸漸成為教育界關注的新興領域。三十多年來,很多國家都積累了豐富的融合教育理論和經(jīng)驗。但在中國,融合教育這一思想只是以隨班就讀的形式寫入法律中,關注更多的是義務教育階段的特殊兒童,對于幼兒園階段的特殊兒童重視不夠,學前融合教育方興未艾。幼兒教師和家長是融合教育的主要參與者,他們對于學前融合教育的認識直接影響到在中國推行融合教育的成敗。本研究通過自編問卷"融合教育觀念調查"對天津市10所幼兒園的教師和家長進行問卷調查,發(fā)放教師問卷266份,回收266份,有效問卷242份;發(fā)放家長問卷400份,回收317份,有效問卷291份。試圖了解目前普通教師和家長對融合教育認識、態(tài)度的總體狀況,并在此基礎上提出解決的對策和建議。本研究得出以下結論:1.幼兒園教師對于融合教育持基本接受的態(tài)度;認為普通兒童更能從融合教育中受益。2.幼兒園教師融合教育觀念在園所類別和教齡上差異顯著;而在性別、年齡、學歷、園所性質和所在班級上差異不顯著。3.家長對于融合教育持更為中立的態(tài)度;也認為普通兒童更能從中受益。4.家長融合教育觀念在性別、年齡、學歷和子女班級上差異顯著;而在園所性質、園所類別和子女性別上差異不顯著。5.幼兒園教師融合教育觀念比家長積極;幼兒園教師對自身融合教育能力更有信心;融合幼兒園的教師和家長比非融合幼兒園的教師和家長對融合教育理解更深入;園所類型和被調查對象身份對于融合教育觀念存在交互作用,在融合教育觀念得分上表現(xiàn)為:融合幼兒園教師融合幼兒園家長非融合幼兒園家長非融合幼兒園教師。
[Abstract]:In 1990s, the United Nations Educational, Scientific and Cultural Organization (UNESCO) made the idea of "inclusive education" explicit at the World Congress on Special Education needs, held in Salamanca, Spain. Integration education has gradually become a new field of concern in education. Over the past 30 years, many countries have accumulated rich theories and experiences of integrated education. But in China, the idea of integrated education is written into the law only in the form of in-class education. Pay more attention to the special children in the compulsory education stage, pay less attention to the special children in the kindergarten stage, and the pre-school inclusive education is in the ascendant. Teachers and parents are the main participants in the integration education. Their understanding of preschool integrated education has a direct impact on the success or failure of implementing integrated education in China. This study investigated teachers and parents of 10 kindergartens in Tianjin through a self-designed questionnaire "Survey on the concept of inclusive Education". 266 teacher questionnaires were distributed, 266 were returned, 242 were valid, 400 were distributed to parents, 317 were returned and 291 were valid. On this basis, the countermeasures and suggestions are put forward. This study draws the following conclusions: 1. Kindergarten teachers have a basic attitude towards inclusive education; It is believed that ordinary children can benefit more from inclusive education. 2. There are significant differences in the concept of inclusive education among kindergarten teachers in the types and length of teaching, but in gender, age, education, education, education, education, education, education, education, education, education, education and education. There is no significant difference in the nature of the garden and the class. 3. Parents have a more neutral attitude towards integration education, and they also think that ordinary children can benefit more from it. 4. There are significant differences in gender, age, educational background and children's class in the concept of parental integration education. However, there is no significant difference in the nature of the garden, the type of the garden and the gender of the children. 5. Kindergarten teachers have more confidence in their ability to integrate education than their parents. Teachers and parents of integrated kindergartens have a deeper understanding of integration education than teachers and parents of non-integrated kindergartens. The scores of the concept of integration education are as follows: teachers of integrated kindergarten, parents of non-integrated kindergarten, parents of non-integrated kindergarten and teachers of non-integrated kindergarten.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G616

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