發(fā)布時間：2018-05-23 19:09

  本文選題：特殊兒童 + 轉(zhuǎn)銜��； 參考：《重慶師范大學(xué)》2005年碩士論文

【摘要】：特殊兒童的教育與研究越來越受到教育界人士的重視,并且在不斷的擴(kuò)大和深入研究面。一直以來,相對來說受到重視的是學(xué)齡期特殊兒童的教育,而學(xué)前期和成人期的教育是滯后的。據(jù)文獻(xiàn)所知,在國外和臺灣,特殊兒童的轉(zhuǎn)銜教育在逐步地受到重視,但更多的是關(guān)于成人的就業(yè)轉(zhuǎn)銜的研究,而學(xué)前特殊兒童的轉(zhuǎn)銜教育相對來說也是受到忽視的。不過在最近幾年學(xué)前特殊兒童的轉(zhuǎn)銜教育也在開始倡導(dǎo)和開展一些工作。 本文主要從特殊兒童轉(zhuǎn)銜教育的理論層面和具體的實(shí)踐層面進(jìn)行研究。從理論層面探討了轉(zhuǎn)銜教育的理論基礎(chǔ)、轉(zhuǎn)銜教育的模式、關(guān)于學(xué)前特殊兒童轉(zhuǎn)銜教育的要素和相關(guān)研究等,從中得出一些觀念性的思考,結(jié)合中國重慶地區(qū)的現(xiàn)有情況提出在開展轉(zhuǎn)銜教育方面具體的做法和建議,本研究想達(dá)到的目的:(1) 更加充實(shí)我國特殊兒童早期教育的內(nèi)容與形式,(2) 減少特殊兒童入學(xué)后對特殊教育與相關(guān)服務(wù)需求的程度,進(jìn)而降低教育成本,(3) 減少特殊兒童未來進(jìn)入隔離式教養(yǎng)機(jī)構(gòu)的可能性,進(jìn)而增加其在社區(qū)中生活的機(jī)會,(4) 提升特殊兒童的家庭照顧特殊兒童的能力,(5) 填充無接縫式的生涯教育的早期教育段。(6) 力求建立一種明確的學(xué)前特殊兒童轉(zhuǎn)銜教育與服務(wù)的方式與流程,從而提升早期干預(yù)和學(xué)前特殊兒童及其家庭生活品質(zhì)。 根據(jù)從文獻(xiàn)探討中得出的思考,將理論付諸于實(shí)踐,選擇個案進(jìn)行個案研究。選擇6歲兒童一名,即將從家庭轉(zhuǎn)銜至特殊教育學(xué)校,兩名4歲兒童,從社區(qū)服務(wù)轉(zhuǎn)銜至普通私立幼兒園和公立幼兒園,3歲兒童一名,從家庭直接轉(zhuǎn)銜至普通私立幼兒園。幾種類型的轉(zhuǎn)銜大體一致,又各具特點(diǎn)。在具體的操作上,按照基本的流程進(jìn)行,并爭取家庭、家長、學(xué)校、教師、社區(qū)等等方面的合作。實(shí)踐研究結(jié)果發(fā)現(xiàn):(1) 關(guān)于兒童轉(zhuǎn)銜方案的發(fā)展,不同的家庭和家長,不同的學(xué)校和老師參與的程度不一,所持的態(tài)度和觀念不一,而家長和教師的態(tài)度和觀念是直接影響轉(zhuǎn)銜教育效果的因素之一;(2) 在教學(xué)策略的選用上,家庭訓(xùn)練、利用社區(qū)資源和班級支持是有效的;(3) 關(guān)于轉(zhuǎn)銜教育的成效,從兒童本身能力前后的對比、學(xué)校教師對特殊兒童的態(tài)度、觀念、普通兒童與特殊兒童的人際關(guān)系以及對家長和教師的意見調(diào)查方面都反應(yīng)出了積極的效果;(4) 影響兒童成功轉(zhuǎn)銜的因素:兒童的特征;家長、家庭成員特征以及家長對兒童的期望;兒童自己的表現(xiàn);教師的特征,工作的相關(guān)因素。 最后本文還指出了本研究的限制,以及從未來發(fā)展轉(zhuǎn)銜相關(guān)政策與措施方面、學(xué)前特殊兒童轉(zhuǎn)銜方案的具體操作方面提出了未來轉(zhuǎn)銜教育研究的方向。
[Abstract]:The education and research of special children are paid more and more attention by the educational circles. The education of special school-age children has been paid more attention to, but the education in pre-school and adulthood is lagging behind. According to the literature, in foreign countries and Taiwan, the transfer education of special children is gradually paid attention to, but more about the study of adult employment transfer, and the transfer education of preschool special children is also relatively neglected. However, in recent years, preschool special children's transition education has also begun to advocate and carry out some work. This paper mainly studies the theory and practice of transition education for special children. This paper discusses the theoretical basis of the transfer education, the mode of the transition education, the elements and relevant studies of the special preschool children's transition education, and draws some thoughts from the theoretical level, which is the basis of the transfer education, the mode of the transfer education, the elements of the transition education of special preschool children, and the relevant research. In light of the current situation in Chongqing, China, it puts forward specific practices and suggestions in carrying out the transfer education. The purpose of this study is to further enrich the content and form of early education for special children in China (2) to reduce the demand for special education and related services for special children after entering school. Thus reducing the cost of education 3) reducing the possibility of special children entering segregated correctional institutions in the future, Thus increasing their chances of living in the community. (4) improving the ability of families of special children to take care of special children. / 5) filling in the early stage of education without seams. 6) striving to establish a clear transition of preschool special children The way and process of education and service, So as to improve early intervention and preschool special children and their family quality of life. According to the thinking from the literature discussion, the theory is put into practice, and the case study is selected. A 6-year-old child will be transferred from family to special education school, two 4-year-olds will be transferred from community service to a 3-year-old child in a general private kindergarten and a public kindergarten, and the title will be transferred directly from the family to a private ordinary kindergarten. Several types of transfer ranks are generally the same, and each has its own characteristics. In the specific operation, follow the basic process, and win family, parents, schools, teachers, communities and so on. The results of the practical study show that about the development of children's transition programs, different families and parents, different schools and teachers have different degrees of participation, and their attitudes and ideas are different. The attitudes and concepts of parents and teachers are one of the factors that directly affect the effect of transition education.) in the selection of teaching strategies, family training, the use of community resources and class support are effective. From the comparison of children's own ability before and after, the attitudes and concepts of school teachers towards special children, The interpersonal relationship between ordinary children and special children, as well as the positive effects of the survey of parents and teachers (4) the factors that influence the successful transition of children: the characteristics of the child; the parents; Family member characteristics and parents' expectations of children; children's own performance; teachers' characteristics; work related factors. Finally, this paper points out the limitations of this study, and puts forward the research direction of the future transfer education from the aspects of the policies and measures related to the future development of the transfer of title, and the specific operation of the program of transferring the title of special preschool children.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2005
【分類號】：G610

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉威;;美國特殊兒童轉(zhuǎn)銜服務(wù)及其對我國的啟示[J];襄陽職業(yè)技術(shù)學(xué)院學(xué)報(bào);2013年02期

，

本文編號：1925971