【摘要】：半個(gè)多世紀(jì)以來(lái),由于教育公平理念的倡導(dǎo)、國(guó)家經(jīng)濟(jì)的發(fā)展和人類思想的進(jìn)步,融合教育儼然成為特殊教育領(lǐng)域備受關(guān)注和提倡的發(fā)展趨勢(shì)。融合教育興起于西方并基于機(jī)會(huì)均等的社會(huì)基礎(chǔ)而提出,呼吁特殊教育與普通教育重新組合、融為一體,其主旨理念是是保障高質(zhì)量的教育公平,讓每一個(gè)有特殊需要的孩子都能夠進(jìn)入普通學(xué)校完成學(xué)業(yè)。論文采用文獻(xiàn)法、調(diào)查法、參與觀察法,分別對(duì)喀什市四所漢族小學(xué)的校領(lǐng)導(dǎo)、教師、家長(zhǎng)以及學(xué)生四類群體進(jìn)行調(diào)查及觀察研究。調(diào)查內(nèi)容以教育公平理念為依據(jù),從教育起點(diǎn)、教育過(guò)程以及教育結(jié)果三個(gè)維度展開(kāi)。發(fā)現(xiàn)當(dāng)前喀什市漢族小學(xué)融合教育中主要存在三類問(wèn)題:觀念認(rèn)識(shí)不到位、學(xué)校教育不足、家庭教育不良。通過(guò)對(duì)教育公平理念的梳理,運(yùn)用得到大多數(shù)學(xué)者認(rèn)可的教育起點(diǎn)公平、教育過(guò)程公平和教育結(jié)果公平的觀念對(duì)調(diào)查結(jié)果進(jìn)行歸因分析,厘出致使喀什市漢族小學(xué)融合教育薄弱的原因,主要包括主流環(huán)境的強(qiáng)勁驅(qū)使、應(yīng)試教育的有力沖擊、特殊兒童的不良處境三個(gè)方面。論文最后的部分是對(duì)完善融合教育對(duì)策的探討。第一,應(yīng)更新大眾思想觀點(diǎn),大力普及融合教育理念。第二,在學(xué)校教育中,通過(guò)構(gòu)建合理課程結(jié)構(gòu)、開(kāi)展“2+1”幫助模式、實(shí)施個(gè)別化教育計(jì)劃進(jìn)一步推動(dòng)融合教育的發(fā)展。第三,在完善政策與資源系統(tǒng)的同時(shí),整合學(xué)校及家庭的力量,健全特教政策、優(yōu)化師資結(jié)構(gòu)、豐富資源配置、實(shí)行“家校合作”�？傊�,本研究以教育公平理念為切入點(diǎn),對(duì)喀什市漢族小學(xué)融合教育的實(shí)施現(xiàn)狀展開(kāi)調(diào)查,進(jìn)而探索完善喀什市漢族小學(xué)融合教育的對(duì)策,力求推動(dòng)該市融合教育的發(fā)展,以期進(jìn)一步實(shí)現(xiàn)教育公平。
[Abstract]:For more than half a century, due to the advocacy of the concept of educational equity, the development of national economy and the progress of human thought, the integration of education has become a trend of development in the field of special education. Integration education rises in the west and is put forward on the basis of the social foundation of equal opportunities. It calls for special education and general education to be recombined and integrated. Its main idea is to guarantee the fairness of high-quality education. Make it possible for every child with special needs to complete his or her studies in an ordinary school. In this paper, four groups of school leaders, teachers, parents and students in four Han primary schools in Kashgar city were investigated and observed by documentary method, investigation method and participating observation method. Based on the concept of educational equity, the investigation is carried out from three dimensions: the educational starting point, the educational process and the educational results. It is found that there are mainly three kinds of problems in the fusion education of Han primary school in Kashgar City: the concept is not in place, the school education is insufficient, and the family education is not good. By combing the concept of educational equity, the author analyzes the causes of the survey by using the concepts of educational starting point equity, educational process equity and educational outcome equity, which are recognized by most scholars. The main reasons for the weak integration education of Han primary schools in Kashgar include the strong driving of the mainstream environment, the strong impact of examination-oriented education, and the poor situation of special children. The last part of the paper is to improve the integration of education countermeasures. First, we should renew the views of the masses and popularize the concept of integration education. Second, in school education, through the construction of a reasonable curriculum structure, the development of "21" help mode is carried out, and the individualized education plan is carried out to further promote the development of integrated education. Third, while perfecting the policy and resource system, we should integrate the strength of schools and families, improve the policy of special education, optimize the structure of teachers, enrich the allocation of resources, and implement "home-school cooperation". In a word, based on the concept of educational equity, this study investigates the current situation of the implementation of the integration education in the Han primary schools in Kashgar, and then explores the countermeasures to improve the integration education in the Han primary schools in Kashi, in order to promote the development of the integration education in the city. With a view to further achieve equity in education.
【學(xué)位授予單位】：喀什大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G629.2

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