體驗區

免費試讀請先加入會員並下載瀏覽軟體

詳目顯示
        閱讀
篇名 教师对融合教育的理解与践行:基于社会学新制度主义的分析
並列篇名 Teachers’ Sense-making and Enactment Towards Inclusive Education: From the Perspective of New Institutionalism in Sociology
作者 杨茹(YANG Ru) 、赵彬(ZHAO Bin) 、王雁(WANG Yan)
中文摘要 本研究运用质性研究方法,对北京、上海共11位普通学校教师进行访谈来深入了解教师对融合教育的理解与践行。结果表明,多数教师对融合教育的态度仍不容乐观,将形式化的调整视为教学过程中最大程度的改变,最终在实践层面形构出一种“象征性”的融合教育制度。结合社会学新制度主义理论分析发现:教师在以追求效率为特征的学校内生性制度逻辑的长期浸润下,发展出包括身份图式、应试图式以及缺陷模式特殊学生观在内的一套共享“文化—认知”图式,从而在“文化—认知”层面解构了融合教育的合法性基础,也使学校和教师倾向于采取“政策—实践”松散耦合策略应对融合教育制度。
英文摘要 This study adopted qualitative research method and selected 11 teachers from Beijing and Shanghai as main research participants. Researchers interviewed these teachers to understand their sense-making and enactment towards inclusive education. Findings indicated that teachers still hold negative attitude toward inclusive education; view structural changes as the greatest adjustment during instruction, and finally form a symbolic inclusive education in practice. To make further explanations toward the above phenomenon under the perspective of New Institutionalism in Sociolog, it’s not hard to find teachers developed a set of shared Cultural-Cognitive schemas including identity schema, exam-orientated schema and deficit view on students with special needs influenced by school internal institutional logic. This set of shared Cultural-Cognitive schemas deconstructs the legitimacy of inclusive education and prompts teachers to adopt loosely coupling strategy in practice.
頁次 096-103
關鍵詞 教师 融合教育 社会学新制度主义 teachers inclusive education New Institutionalism in Sociology CSSCI
卷期 32:4
日期 202007
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心