本文關鍵詞：中國特殊教育師資培養研究（1978-2016）　出處：《東北師范大學》2017年博士論文　論文類型：學位論文

  更多相關文章： 特殊教育師資培養 培養體系 培養模式 課程設置

【摘要】：十七大以來,特殊教育發展越來越受到黨和國家的重視。黨的“十七大”提出“關心特殊教育”,十八大報告提出“支持特殊教育”,2015年,黨的十八屆五中全會通過的《中共中央關于制定國民經濟和社會發展第十三個五年規劃的建議》提出“辦好特殊教育”,特殊教育發展的目標要求進一步提高。教師是特殊教育發展的核心要素,特殊教育師資培養是促進特殊教育發展水平提高的重要保障和支撐。然而,已有研究表明,當前我國特殊教育的師資還面臨數量缺乏、教學能力與經驗匱乏、教師資質偏低以及自我效能感不足的發展瓶頸。2012年《關于加強特殊教育教師隊伍建設的意見》、2014年《特殊教育提升計劃(2014-2016)》等重大政策,把特殊教育師資培養作為支持特殊教育發展的重要環節,對特殊教育教師隊伍建設和師資培養提出了新要求。筆者選擇“中國特殊教育師資培養”的題目,旨在通過對我國特殊教育師資培養的歷程梳理和反思,同時借鑒西方發達國家的經驗,來揭示我國特殊教育師資培養存在的問題,提出完善特殊教育師資培養的路徑構想。本研究借助大量第一手資料,包括檔案資料、政策法規文件、教育統計年鑒、各高校師資培養內部資料等,通過對我國特殊教育師資培養的史料和文獻的梳理,對我國改革開放以來,特殊教育師資培養的歷史,全面考察并進行了系統分析,研究內容包括以下幾個部分。導論部分。說明研究的目的與意義,明確我國特殊教育師資培養的基本內涵和具體研究對象,在總結已有研究成果的基礎上,構筑本論文的整體寫作框架和基本思路,介紹了基本的研究方法。第一章,中國特殊教育師資培養的興起與發展。主要探討了自西學東漸以來至改革開放前期,我國特殊教育師資培養體系的建立,經歷了早期的曲折發展,到文革期間的斷裂,尋求復興和穩步發展的進程,我國特殊教育師資培養是如何從早期發展的困窘狀況,發展到形成了一些師資培養經驗,對特殊教育教師專業化培養,開始了初步的探索。系統分析了我國特殊教育師資發展受自身能力和外界環境等多種因素的影響,揭示了背后推動和制約的原動力。第二章,中國特色的特殊教育師資培養體系的初步形成(1978—1997)。分別從我國特殊教育教育師資培養的政策、法律法規的制定,培養模式的變遷,課程設置的發展等不同維度,分析我國改革開放至上個世紀90年代末,特殊教育師資培養的不同表現形式及成因,闡述這一時期所呈現出的共同特點和基本發展趨向。第三章,中國特殊教育師資培養的深化改革(1998—2016)。本章主要從教師專業發展的角度,探討從20世紀九十年代末至今,在教育一體化、融合教育、全納教育開展的背景下,尤其是黨的十七大、十八大召開后,特殊教育教師專業化發展的意蘊、所應具備的專業素質以及培養、培訓模式和相應的政策建設和實施。本文同時選取了2所部屬和2所省屬院校為案例,通過對上述學校的培養目標和特殊教育師資培養體系進行文本分析,目的是更加直觀地呈現我國這一時期特殊教育師資培養的發展演變過程和基本特點。第四章,中國特殊教育師資培養的歷程反思與國外借鑒。對我國特殊教育師資培養歷程進行反思,揭示我國特殊教育師資培養的經驗和問題,采用比較研究的視角,以美國特殊教育師資培養為鏡鑒,分析美國特殊教育師資培養的資格準入制度、質量保障和評價體系,并以美國N大學特殊教育學院為例,從培養目標、培養模式、課程設置等方面進行闡釋和分析,總結其對我國特殊教育師資培養改革的借鑒和參考價值。第五章,中國特殊教育師資培養的路徑建構。本章具體分析和詳細闡述了我國在中西文化交融背景下,特殊教育師資培養從移植走向本土化,吸收與自我發展的結合,中西文化沖突背景下的本土化生長,提出我國特殊教育師資培養發展的新構想:文化覺醒和關懷是中國特教育師資發展的必由之路,特殊教育教師專業水平提高是重點,特殊教育教師職前培養與職后培訓一體化是趨勢,特殊教育教師資格證書制度構建是基本手段,特殊教育教師教學能力從個體“他主——自主”建構是重要方式。
[Abstract]:Since the 17th, the development of special education more and more attention by the party and the country. The 17th Party Congress put forward the "special care education" Eighteen report "support special education", 2015, the party's the fifth Plenary Session of the 18th CPC Central Committee through the "CPC Central Committee on national economic and social development in the thirteenth five year plan" proposed "the run of special education, special education development objectives and requirements to further improve. The teacher is the core element of the development of special education, teacher training of special education is to promote the development of special education to improve the level of an important guarantee and support. However, studies have shown that China's current special education teachers also face the shortage of teaching ability and experience. Lack of qualification of teachers is low and the bottleneck of the development of.2012 low self-efficacy in strengthening the team construction of special education teachers' opinions," 2014 Special education enhancement program (2014-2016) > major policy, as an important part of supporting the development of special education teacher training of special education, puts forward new requirements for special education teachers and teacher training. The author chooses "China special education teacher training" problem, designed by the process of review and reflection of special education teachers I in the training, and learn from the experience of western developed countries, to reveal the problems of the cultivation of special education teachers in China, put forward the perfect path concept of teacher training of special education. This study with a large number of first-hand information, including documents, policies and regulations, education statistical yearbook, the university teachers training through the internal data. On the cultivation of special education teachers in China and the historical literature of China's reform and opening up, the special education teachers training history, full investigation and The system analysis, the study includes the following several parts. Introduction. Explains the purpose and significance of the study, the basic connotation of cultivation of special education teachers in China and the specific research object, on the basis of summarizing existing research results, the overall frame of writing and basic idea on the construction of this paper, introduces the basic research methods. Chapter, the rise and development of Chinese special education teacher training. Mainly discusses learning from west east to the early since the reform and opening up, the establishment of the system of training of special education teachers in China, has experienced a tortuous development early, to fracture during the cultural revolution, seeking revival and stable development, cultivation of special education teachers in China is how to from the early development of the embarrassing situation, development to form the experience of some teacher training, training of professional special education teachers, started preliminary exploration. The system of our country. It is influenced by many factors such as their own ability and environmental education teacher development, reveals the driving force behind the promoting and restricting. In the second chapter, Chinese characteristics of special education teachers training system preliminary formation (1978 - 1997). From our teacher training education in special education support policy, formulate laws and regulations. The training mode of change, the development of different dimensions of curriculum, analysis of China's reform and opening up the last century at the end of 90s, the different forms and causes of teacher training of special education, trend of common characteristics of this period described by showing the basic development. In the third chapter, deepen the reform of Chinese special education teacher training (1998 2016). This chapter mainly from the perspective of teachers' professional development, to explore from twentieth Century since the end of the 90s, inclusive education in education integration, inclusive education background, especially the seventeen party Eighteen, held after the special education teachers' professional development connotation, should have the professional quality, training, training mode and corresponding policy development and implementation. This paper also selects 2 subordinates and 2 provincial universities as an example, through text analysis system of training objectives of the school and special education teacher training, is more intuitive to show the development of teacher training of special education during this period China's evolution and basic characteristics. The fourth chapter, Chinese special education teacher training course of reflection and abroad. For special education teachers in China Training Course for reflection, revealing the experience and problems of special education teacher training in China by comparison, research perspective, the American special education teacher training as mirror of American special education teacher training qualification system, quality guarantee and evaluation system, and College of special education in American N University as an example, from the training objectives, training mode, curriculum and other aspects of interpretation and analysis, summarizes the reform reference value cultivation of special education teachers in China. In the fifth chapter, the path of construction Chinese special education teacher training. This chapter analyzes and elaborates our country in the blend of Chinese and Western culture background, from transplantation to the localization of teacher training of special education, self absorption and combination of development, growth and conflict between Chinese and Western culture under the background of localization, the special education teachers in China to develop new ideas: cultural awakening and care China special education teacher development is the only way which must be passed, improve the professional level of special education teachers is the focus of special education teachers in pre training and post training integration is the trend of the special education teachers qualification certificate system construction is the basic means of special education teachers Teaching ability is an important way to construct the individual "his master - autonomy".

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G760

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