【摘要】：學業(yè)不良兒童是一類有特殊教育需要的兒童,他們通常具有各異的學習障礙。學業(yè)不良兒童需要特別的教育幫助,克服學習障礙,才能更順利地完成學業(yè)。但是,學業(yè)不良兒童沒有像其他視力障礙、聽力障礙、智力障礙等特殊需要兒童一樣,被安置在特殊學校里使用經過特別設計的教材、課程、教法以及教學組織形式和教學設備。他們通常都被安置在普通學校里接受與普通兒童一致的教育(以下稱學校)�；谌诤辖逃囊暯菍Υ俗龇ㄓ幸欢ǖ目捶�:將學業(yè)不良兒童安置在普校是符合融合教育理念的,但是學業(yè)不良兒童接受與普通兒童一致的教育不符合融合教育理念。融合教育要求特殊教育需要兒童在普校中必須要有教育支持,需要在具體的教育中對特殊教育需要兒童貫徹特殊的、個別的教育。然而學業(yè)不良兒童在普校中是否能夠得到教育支持,老師能否為他們提供教育支持,是一個現(xiàn)實問題。本研究主要采用問卷調查法和訪談調查法,對小學高年級學業(yè)不良兒童在普校中的教育支持狀況進行實際考察。調查的對象為280名小學高年級學生,和30名小學高年級一線教師。具體考察了兩方面內容:首先,使用問卷調查小學高年級學業(yè)不良兒童教育支持的狀況;第二,通過訪談一線教師,探查教師對學業(yè)不良兒童的認知、態(tài)度以及教育教學等情況。調查結果顯示:第一,小學高年級學業(yè)不良兒童教育支持水平普遍低于普通兒童;第二,教師給予學業(yè)不良兒童的教育支持不足。通過實際調查的結果,并結合理論的闡述分析,本研究提出教師給予幫助與支持、學校給予幫助與支持以及以資源教室為施展平臺給予幫助與支持等三方面策略提高學業(yè)不良兒童教育支持水平。
[Abstract]:Children with academic disabilities are a group of children with special educational needs, who often have different learning disabilities. Children with academic disabilities need special educational help to overcome learning disabilities in order to complete their studies more smoothly. However, children with academic disabilities are not placed in special schools using specially designed teaching materials and curricula, like other children with special needs, such as visual impairment, hearing impairment, mental retardation, etc. Teaching method and teaching organization form and teaching equipment. They are usually placed in ordinary schools in accordance with the education of ordinary children (hereinafter referred to as schools). From the perspective of integrated education, there are some views on this approach: the placement of children with academic disabilities in general schools is in line with the concept of integrated education, but the acceptance of education consistent with that of ordinary children by children with academic disabilities does not conform to the concept of integrated education. Integrated education requires special educational support for children with special educational needs in general schools, and special and individual education for children with special educational needs in specific education. However, it is a realistic question whether the children with academic disabilities can get educational support in general schools and whether teachers can provide them with educational support. This research mainly uses the questionnaire survey method and the interview survey method, carries on the actual investigation to the primary school senior grade academic disability children's education support condition in the general school. The subjects of the survey were 280 senior primary school students and 30 primary school senior front-line teachers. There are two specific aspects: firstly, the questionnaire is used to investigate the educational support of children with academic disabilities in the upper grade of primary school; Second, through interviews with front-line teachers, explore teachers' cognition, attitude, education and teaching of children with academic disabilities. The results show that: first, the level of educational support for children with academic disabilities in primary school is generally lower than that of ordinary children; second, the educational support given by teachers to children with academic disabilities is insufficient. On the basis of the results of the actual investigation and the analysis of the theory, this study puts forward the help and support of the teachers. There are three strategies to improve the level of educational support for children with academic disabilities, that is, school help and support, and resource classroom as the platform for implementation of the three strategies to improve the educational support level of children with academic disabilities.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G622.0

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本文編號：2464904