【作者】 吕晓；

【导师】 杨晓萍；

【作者基本信息】 西南大学 ， 学前教育学， 2012， 博士

【摘要】 伴随着教育民主化浪潮的到来,社会文明的进步,科技的迅猛发展,特殊教育的发展已经成为时代的诉求,并且逐渐成为衡量一个国家文明程度的重要标志。2010年我国颁布了《国家中长期教育改革和发展规划纲要(2010—2020)》,在《纲要》中明确提出了学前教育和特殊教育的发展举措。在特殊教育篇章明确指出：因地制宜发展残疾儿童学前教育。至此,我国学前特殊教育发展进入了一个崭新的阶段。但长期以来,特殊儿童与普通儿童的个体差异是如此的明显,他们对教育有着特殊的需求。实行个别化教学是提升特殊儿童教育质量的重要诉求,能最大程度地补偿缺陷、开发潜能,促进特殊儿童的全面发展。听障儿童是各类残疾儿童中数量最多、出现频率最高的。本研究立足于学前听障儿童与普通儿童的差异,探讨针对学前听障儿童的个别化教学设计。本研究从国内外学前特殊教育的发展背景和世界学前特殊教育的发展趋势出发,阐明了注重对学前特殊儿童的教育、对学前听障儿童进行个别化教学设计的必要性和重要价值。基于对学前听障儿童个别化教学设计基本内涵的阐释,指出,学前听障儿童个别化教学设计具有差异性、补偿性、适宜性、生成性与发展性等特征,进而揭示出学前听障儿童个别化教学设计的基本理念,指出：学前听障儿童个别化教学设计从设计范式上看体现了客观主义与建构主义相融合的设计范式；从目的观的视角看体现了基于缺陷补偿的全面发展诉求；从策略观的视角看体现了多元设计主体的参与理念。任何体系的构建必然基于一定的学理基础,研究者从生物学、人类发展生态学、心理学和教育学等学科的基本理论出发,论证了学前听障儿童个别化教学设计的理论基础。学前听障儿童个别化教学设计必然考虑到教学背景、教学目标、教学内容、教学实施和教学评价等方面的设计。在教学背景设计方面,指出学前听障儿童个别化教学设计要考虑到学习者、学习动机、学习需要、学习风格和教学环境等方面的背景因素。在分析教学目标设计时,指明了学前听障儿童个别化教学目标的来源要考虑听障儿童的身心发展差异、当代社会生活的价值取向以及个别化教学设计的特质,在分析教学目标来源的基础上,还进一步分析了学前听障儿童个别化教学的目标体系。教学内容设计也是教学设计关注的重要范畴。本研究指出要依据教学目标、社会对学前听障儿童的要求以及和学前听障儿童身心发展需要等三个方面来选择教学内容,同时,还进一步分析了学前听障儿童个别化教学内容具有启蒙性、广泛性、生活性,提出学前听障儿童个别化教学内容的组织要遵循连续性、顺序性和整合性的特征,在内容呈现的时候要遵从纵向与横向、直线式与螺旋式、逻辑顺序和心理顺序相结合的方式。教学实施是达成教学目标的重要路径,本研究认为学前听障儿童个别化教学实施取向是相互调适取向和创生取向的融合,分析指出,个别化教学计划的本身特征、相关参与人员等都会影响个别化教学的实施。教学评价是重要的反馈环节,本研究指出教师、医生、学前听障儿童、家长和特殊教育学校机构管理人员等都是个别化教学评价的主体,主张采用量化评价、质化评价和360度反馈评价相结合的评价方式,个别化教学评价的内容包括学习与发展设计评价和个别化教学设计效果评价等。更多还原

【Abstract】 With the democratization of education, progress of social civilization and the rapid development of science and technology, the development of special education has become entailment of this period, and will gradually become an important yardstick for the development of national civilization. In2010, China promulgated the "national long-term education reform and development plan outline(2010-2020)", which proposed some initiatives for the development of pre-school education and of special education. Regarding to special education, the outline explicitly pointed out that the development of pre-school education of disabled children should be in line with local conditions. From then on, China’s pre-school special education development has entered a new stage. But for a long time, the individual differences between impaired children and normal children are so conspicuous that the former have special demand for education. The individualized teaching aims to improve the quality of education for impaired children by compensating defects and developing potentials to the maximum, and thus facilitates the overall development of impaired children. Hearing impaired children account for the biggest proportion among all kinds of disabled children, and are with the highest frequency. Based on the differences between deaf children and ordinary children both at pre-school age, the present paper discusses the individualized instruction design of pre-school hearing impaired children.In the light of the background and the trend of the special pre-school education at home and abroad, this study illustrates the necessity and importance of the special pre-school education, especially of individualized instruction design for hearing impaired children. Based on the interpretation of pre-school hearing impaired children’s individualized instruction design, the paper points out that pre-school hearing impaired children’s individualized instruction design has features such as diversity, compensability, suitability, productivity and extensibility, etc., and then reveals its basic idea, that is pre-school hearing impaired children’s individualized instruction design manifests the combination of objectivism and constructivism in the respect of design paradigm. This idea reflects the appeal of all-round development based on defect compensation from the perspective of the objective view, embodies the combination of presupposition and generation from the perspective of the process view and manifests the multivariate design main body participation concept from the perspective of the strategy view. Since any system construction is inevitably based on certain theoretical foundations, the paper demonstrates the theoretical basis of pre-school hearing impaired children’s individualized instruction design in reference to basic theories of biology, human development ecology, psychology and pedagogy.Teaching background(s), teaching objective(s), teaching content(s), procedures, teaching evaluation, and other aspects of the design should be taken into consideration for pre-school hearing impaired children’s individualized instruction design. In the background of the instruction design, learners, learning motivation, learning needs, learning style and learning environment and other aspects of the background factors should be taken into account. During the analysis of teaching goal design, researchers should consider the deaf children’s physical and mental development differences, the value orientation of contemporary social life and individualized instruction design characteristics, and then further analyze the target system of this type of individualized instruction design. The design of teaching content is also an influential category of instruction design. The study points out that the teaching content should be chosen according to teaching objective, the social requirements for of hearing impaired children, and the physical and mental development of those children. Meanwhile, the thesis states that teaching content of pre-school hearing impaired children’s individualized instruction plan is enlightening, extensive, generative, and also proposes that the organization of the teaching content should follow the principles of continuity, succession and integration, and the presentation of the content should consider the combination of vertical and horizontal orientation, of straight line and spiral line pattern, and of logical sequence and psychological order. The carrying out of the teaching is an important path to achieve the goal of teaching.The study holds that the orientation of the pre-school hearing impaired children’s individualized instruction is a combination of mutual adjustment orientation and creation orientation, and points out that the features of individualized instruction design and related participants will influence the instruction implementation. Teaching evaluation is an important feedback section. The study demonstrates that teachers, doctors, pre-school hearing impaired children, parents and management staff are all the major participants in the section of evaluation. It claims that the combination of quantitative evaluation, qualitative evaluation and a360-degree feedback evaluation should be adopted. The evaluation content(s) should include evaluation of learning and development design and of individualized instruction effects.更多还原