【作者】 侯冬梅；

【导师】 于松梅；

【作者基本信息】 辽宁师范大学 ， 特殊教育学， 2009， 硕士

【摘要】 特殊教育的发展是反映一个国家教育质量的窗口,特殊教育师资队伍的发展是特殊教育发展的核心,直接决定着特殊教育的发展水平。我国的特殊教育事业起步较晚,有关特殊教育教师在职培训、职业发展规划等再教育机制还没有系统化。教师的专业化发展是教师发展的核心,目前我国在特殊教育教师专业化方面的研究较少。本研究以培智学校教师为例,采用自编问卷“培智学校教师专业发展现状及需求研究问卷”,以大连市四所培智学校的教师作为研究对象进行调查,探讨培智学校教师的专业发展现状及需求程度,分析培智学校教师专业发展现状及需求的特点,并根据研究结果提出有针对性的建议。本文认为培智学校教师专业发展存在的问题是:培智学校教师专业化程度不高;培智学校教师学历层次较低;部分培智学校教师没有特殊教育背景。本研究得出以下结论:1.培智学校教师专业发展包含以下六个基本因素结构:促进学生个人的发展,专业提升与职业规范,特殊教育基础内容,教学设计与开发,智力落后的诊断和评估,辅助教育教学的相关知识。2.培智学校教师的专业发展现状处于中等偏下水平,专业发展需求处于中等偏上水平。3.无特殊教育专业背景的培智学校教师在特殊教育基础内容领域中较之有特殊教育专业背景的教师发展现状水平低,需求更高。4.本科学历的教师在特殊教育基础内容、智力落后的诊断和评估两个领域现状水平高,在需求方面表现为相对较低。全体教师在专业发展方面表现为需求较高。5.教授不同年级的教师在促进学生个人的发展、教学设计与开发、辅助教育教学的相关知识三个领域中各有不同现状发展程度和不同需求。6.培智学校教师的专业发展现状及需求在教龄方面均无显著性差异。更多还原

【Abstract】 The development of special education is a window which reflects the quality of a country’s education, the development of special education teachers is the core of the development of special education, and directly determines the development level of special education. China’s special education career starts late, Special education teachers on the job training, career development planning, and so there is no systematic mechanism for re-education. However, the professional development of teachers is the core of teacher development, the research on the specialization of special teachers is less in China.This study depends on the case of teachers in special school, using self-questionnaire“Special School Teacher Professional Development Status and Needs Questionnaire”, and made a survey on teachers of four special schools in Dalian, to explore the professional development status and needs of teachers, and to analyze characteristics of special school teachers’professional development status and needs. Proposals will be raised according to the results of this research. This article holds that the existing problem of Teachers in school for with mental retardation children professional development is: The specialization grade of special school teachers is not high. The degree of special school teachers is at a lower level. Some special schools teachers have no background of special education.This study concluded that: 1. The professional development of Teachers in school for with mental retardation children is to be examined from the following six basic factors structure: The promotion of students’individual development, professional upgrading and career norms, basic contents of special education, teaching design and development, diagnosis and assessment of mental retardation of, related knowledge on supporting education and teaching. 2. The professional status development of Teachers in school for children with mental retardation is at a lower-middle level, and the professional development needs is at a middle-higher level. 3. Those Teachers in school for children with mental retardation who are non-professional are at a low status level and a high needs level at two fields: the basis contents of special education, and the professional upgrading and career norms. 4. Teachers with bachelor’s degree are at a high status level on the fields of basic special education content and the diagnosis and assessment of mental retardation, and performance that they have lower demands on all fields comparatively. All teachers are in higher aggregate demands. 5. Teachers teaching different grade students are at different status development levels and different needs on the fields of the promotion of students’individual development, teaching design and development, related knowledge on supporting education and teaching. 6. For the professional status and needs of Teachers in school for with mental retardation children, there’s no significant difference on school age.更多还原