發(fā)布時(shí)間：2018-01-07 20:16

  本文關(guān)鍵詞：中國(guó)特殊教育師資培養(yǎng)研究（1978-2016）　出處：《東北師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 特殊教育師資培養(yǎng) 培養(yǎng)體系 培養(yǎng)模式 課程設(shè)置

【摘要】：十七大以來(lái),特殊教育發(fā)展越來(lái)越受到黨和國(guó)家的重視。黨的“十七大”提出“關(guān)心特殊教育”,十八大報(bào)告提出“支持特殊教育”,2015年,黨的十八屆五中全會(huì)通過(guò)的《中共中央關(guān)于制定國(guó)民經(jīng)濟(jì)和社會(huì)發(fā)展第十三個(gè)五年規(guī)劃的建議》提出“辦好特殊教育”,特殊教育發(fā)展的目標(biāo)要求進(jìn)一步提高。教師是特殊教育發(fā)展的核心要素,特殊教育師資培養(yǎng)是促進(jìn)特殊教育發(fā)展水平提高的重要保障和支撐。然而,已有研究表明,當(dāng)前我國(guó)特殊教育的師資還面臨數(shù)量缺乏、教學(xué)能力與經(jīng)驗(yàn)匱乏、教師資質(zhì)偏低以及自我效能感不足的發(fā)展瓶頸。2012年《關(guān)于加強(qiáng)特殊教育教師隊(duì)伍建設(shè)的意見(jiàn)》、2014年《特殊教育提升計(jì)劃(2014-2016)》等重大政策,把特殊教育師資培養(yǎng)作為支持特殊教育發(fā)展的重要環(huán)節(jié),對(duì)特殊教育教師隊(duì)伍建設(shè)和師資培養(yǎng)提出了新要求。筆者選擇“中國(guó)特殊教育師資培養(yǎng)”的題目,旨在通過(guò)對(duì)我國(guó)特殊教育師資培養(yǎng)的歷程梳理和反思,同時(shí)借鑒西方發(fā)達(dá)國(guó)家的經(jīng)驗(yàn),來(lái)揭示我國(guó)特殊教育師資培養(yǎng)存在的問(wèn)題,提出完善特殊教育師資培養(yǎng)的路徑構(gòu)想。本研究借助大量第一手資料,包括檔案資料、政策法規(guī)文件、教育統(tǒng)計(jì)年鑒、各高校師資培養(yǎng)內(nèi)部資料等,通過(guò)對(duì)我國(guó)特殊教育師資培養(yǎng)的史料和文獻(xiàn)的梳理,對(duì)我國(guó)改革開(kāi)放以來(lái),特殊教育師資培養(yǎng)的歷史,全面考察并進(jìn)行了系統(tǒng)分析,研究?jī)?nèi)容包括以下幾個(gè)部分。導(dǎo)論部分。說(shuō)明研究的目的與意義,明確我國(guó)特殊教育師資培養(yǎng)的基本內(nèi)涵和具體研究對(duì)象,在總結(jié)已有研究成果的基礎(chǔ)上,構(gòu)筑本論文的整體寫(xiě)作框架和基本思路,介紹了基本的研究方法。第一章,中國(guó)特殊教育師資培養(yǎng)的興起與發(fā)展。主要探討了自西學(xué)東漸以來(lái)至改革開(kāi)放前期,我國(guó)特殊教育師資培養(yǎng)體系的建立,經(jīng)歷了早期的曲折發(fā)展,到文革期間的斷裂,尋求復(fù)興和穩(wěn)步發(fā)展的進(jìn)程,我國(guó)特殊教育師資培養(yǎng)是如何從早期發(fā)展的困窘狀況,發(fā)展到形成了一些師資培養(yǎng)經(jīng)驗(yàn),對(duì)特殊教育教師專業(yè)化培養(yǎng),開(kāi)始了初步的探索。系統(tǒng)分析了我國(guó)特殊教育師資發(fā)展受自身能力和外界環(huán)境等多種因素的影響,揭示了背后推動(dòng)和制約的原動(dòng)力。第二章,中國(guó)特色的特殊教育師資培養(yǎng)體系的初步形成(1978—1997)。分別從我國(guó)特殊教育教育師資培養(yǎng)的政策、法律法規(guī)的制定,培養(yǎng)模式的變遷,課程設(shè)置的發(fā)展等不同維度,分析我國(guó)改革開(kāi)放至上個(gè)世紀(jì)90年代末,特殊教育師資培養(yǎng)的不同表現(xiàn)形式及成因,闡述這一時(shí)期所呈現(xiàn)出的共同特點(diǎn)和基本發(fā)展趨向。第三章,中國(guó)特殊教育師資培養(yǎng)的深化改革(1998—2016)。本章主要從教師專業(yè)發(fā)展的角度,探討從20世紀(jì)九十年代末至今,在教育一體化、融合教育、全納教育開(kāi)展的背景下,尤其是黨的十七大、十八大召開(kāi)后,特殊教育教師專業(yè)化發(fā)展的意蘊(yùn)、所應(yīng)具備的專業(yè)素質(zhì)以及培養(yǎng)、培訓(xùn)模式和相應(yīng)的政策建設(shè)和實(shí)施。本文同時(shí)選取了2所部屬和2所省屬院校為案例,通過(guò)對(duì)上述學(xué)校的培養(yǎng)目標(biāo)和特殊教育師資培養(yǎng)體系進(jìn)行文本分析,目的是更加直觀地呈現(xiàn)我國(guó)這一時(shí)期特殊教育師資培養(yǎng)的發(fā)展演變過(guò)程和基本特點(diǎn)。第四章,中國(guó)特殊教育師資培養(yǎng)的歷程反思與國(guó)外借鑒。對(duì)我國(guó)特殊教育師資培養(yǎng)歷程進(jìn)行反思,揭示我國(guó)特殊教育師資培養(yǎng)的經(jīng)驗(yàn)和問(wèn)題,采用比較研究的視角,以美國(guó)特殊教育師資培養(yǎng)為鏡鑒,分析美國(guó)特殊教育師資培養(yǎng)的資格準(zhǔn)入制度、質(zhì)量保障和評(píng)價(jià)體系,并以美國(guó)N大學(xué)特殊教育學(xué)院為例,從培養(yǎng)目標(biāo)、培養(yǎng)模式、課程設(shè)置等方面進(jìn)行闡釋和分析,總結(jié)其對(duì)我國(guó)特殊教育師資培養(yǎng)改革的借鑒和參考價(jià)值。第五章,中國(guó)特殊教育師資培養(yǎng)的路徑建構(gòu)。本章具體分析和詳細(xì)闡述了我國(guó)在中西文化交融背景下,特殊教育師資培養(yǎng)從移植走向本土化,吸收與自我發(fā)展的結(jié)合,中西文化沖突背景下的本土化生長(zhǎng),提出我國(guó)特殊教育師資培養(yǎng)發(fā)展的新構(gòu)想:文化覺(jué)醒和關(guān)懷是中國(guó)特教育師資發(fā)展的必由之路,特殊教育教師專業(yè)水平提高是重點(diǎn),特殊教育教師職前培養(yǎng)與職后培訓(xùn)一體化是趨勢(shì),特殊教育教師資格證書(shū)制度構(gòu)建是基本手段,特殊教育教師教學(xué)能力從個(gè)體“他主——自主”建構(gòu)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(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G760

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