普通中小學教師融合教育素養現狀與對策研究──以南京市為例

A Survey on the Current Situation of Integrated Education Literacy of Primary and Middle School Teachers in Nanjing

本研究採用自編《普通中小學教師融合教育素養調查問卷》對南京市56所學校792名教師的融合教育素養進行現狀調查與對策研究。調查結果顯示：南京市普通中小學教師融合教育素養總體較好，但素養構成的四個向度上存在顯著差異，其平均數得分由高到低依次為專業態度、專業能力、獲得支援能力、專業知識。具體表現為：普通中小學正在開展融合教育的教師的專業態度表現較好，而專業知識等表現較差。在特殊兒童教學策略、教育評估知識方法、復健訓練等專業知識掌握得不夠，在使用評估工具開展隨班就讀學生評估、制定個別化教育計畫（IEP）等能力存在不足。本研究提出了今後在職前師資生特殊教育必修課程開設、職後中小學全體教師融合教育專門培訓、築牢特殊教育師資工作長效機制等繼續加強普通中小學融合教育師資隊伍建設的多項對策，有利於區域內全面落實「強化特殊教育普惠發展」「推進融合教育發展」的國家政策和戰略部署，也有助於深化國家特殊教育改革實驗區的創新探索，發揮更大的示範引領作用。

This report uses the self-compiled ''Questionnaire on Integrated Education Literacy of Ordinary Primary and Secondary School Teachers'' to investigate the current situation and countermeasure research on the integrated education literacy of 792 teachers in 56 schools in Nanjing in the National Special Education Reform Experimental Zone. The survey results show that the integrated education literacy of ordinary primary and secondary school teachers in Nanjing National Special Education Reform Demonstration Zone is generally good, but there are significant differences in the four dimensions of literacy composition. The average score is, from highest to lowest, professional attitude, professional ability, ability to obtain support, and professional knowledge. Specifically, teachers who are carrying out integrated education in ordinary primary and secondary schools have a better professional attitude and poor professional knowledge. There is insufficient mastery of professional knowledge such as teaching strategies, educational assessment knowledge methods, and rehabilitation training for special children, and there are deficiencies in the ability to use assessment tools to carry out in-class student assessment and formulate individualized education plans. This study puts forward a number of countermeasures to continue to strengthen the construction of integrated education teachers in ordinary primary and secondary schools, such as the establishment of compulsory courses for special education for pre-service normal students, special training for integrated education for all teachers in post-service primary and secondary schools, and the establishment of a long-term mechanism for special education teachers, which will be conducive to the full implementation of the national policies and strategic deployment of ''strengthening the inclusive development of special education'' and ''promoting the development of integrated education'' in the region, and will also help to deepen the innovative exploration of the national special education reform experimental zone and play a greater demonstration and leading role.