北京市幼儿教师融合教育素养调查研究

林青; 张芳; 武慧多; 王帆; 杜玉婷

doi:10.3969/j.issn.1672-4933.2024.02.014

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北京市幼儿教师融合教育素养调查研究

康复教育 | 更新时间：2024-04-09

- 北京市幼儿教师融合教育素养调查研究
- A Survey of Inclusive Education Literacy of Kindergarten Teachers in Beijing
- 中国听力语言康复科学杂志 2024年22卷第2期页码：177-181
- 作者机构：
  
  1.中华女子学院儿童发展与教育学院北京 100101
  2.中国听力语言康复研究中心北京 100029
  3.浙江师范大学儿童发展与教育学院杭州 321000
- 作者简介：
  
  林青，E-mail：1901020@cwu.edu.cn
- 基金信息：
  
  中华女子学院本科教学改革创新项目(ZJG1020508);中华女子学院青年创新重大课题(2023QN-0101)
- DOI：10.3969/j.issn.1672-4933.2024.02.014
  中图分类号： G76
- 纸质出版日期：2024-03-15，
  
  收稿日期：2023-10-26，
- 稿件说明：
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林青,张芳,武慧多等.北京市幼儿教师融合教育素养调查研究[J].中国听力语言康复科学杂志,2024,22(02):177-181.

LIN Qing,ZHANG Fang,WU Hui-duo,et al.A Survey of Inclusive Education Literacy of Kindergarten Teachers in Beijing[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(02):177-181.
林青,张芳,武慧多等.北京市幼儿教师融合教育素养调查研究[J].中国听力语言康复科学杂志,2024,22(02):177-181. DOI： 10.3969/j.issn.1672-4933.2024.02.014.

LIN Qing,ZHANG Fang,WU Hui-duo,et al.A Survey of Inclusive Education Literacy of Kindergarten Teachers in Beijing[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(02):177-181. DOI： 10.3969/j.issn.1672-4933.2024.02.014.

摘要

目的

探究北京市部分幼儿教师融合教育素养现状及影响因素。

方法

以北京市152名幼儿教师为研究对象，通过《幼儿园教师融合教育素养调查问卷》调查教师融合教育素养情况。

结果

北京市幼儿教师的融合教育素养总分为3.51±0.71；4个维度得分由高到低依次为融合教育态度（3.91±0.73）、融合教育技能（3.57±0.72）、融合教育知识（3.41±0.86）、获得支持能力（3.25±0.83），且各维度间得分均达显著差异（

0.05）；本科及以上学历幼儿教师的融合教育素养总分及各维度得分均显著高于大专及以下学历教师（

0.05）；接受特殊教育在职培训幼儿教师的融合教育素养得分极显著高于未接受培训的教师（

0.001）。

结论

北京市幼儿教师融合教育素养呈中等水平，其融合教育素养不同维度发展不均衡；学历和是否接受特殊教育在职培训是影响北京市幼儿教师融合教育素养的两个因素。

Abstract

Objective

To explore the current situation and influencing factors of inclusive education literacy of kindergarten teachers in Beijing.

Methods

152 kindergarten teachers in Beijing were selected as the research objects to investigate their inclusive education literacy through the questionnaire of Kindergarten Teachers' Inclusive Education Literacy.

Results

(1) The overall score of inclusive education literacy of kindergarten teachers in Beijing was 3.51±0.71. (2) The scores of the four dimensions from high to low were the attitude towards inclusive education (3.91±0.73)

skills of inclusive education (3.57±0.72)

knowledge of inclusive education (3.41±0.86)

ability to obtain support (3.25±0.83)

and the score differences among the dimensions reached a significant level (

0.05). (3) The overall scores and scores of all dimensions of inclusive education literacy of kindergarten teachers with bachelor's degree or above were significantly higher than those of kindergarten teachers with college degree or below (

0.05). (4) The overall literacy scores of kindergarten teachers who received on-the-job training in special education were significantly higher than those who did not receive training (

0.001).

Conclusion

First

the inclusive education quality of kindergarten teachers in Beijing is at a medium level. Second

the development level of kindergarten teachers with different dimensions of inclusive educational literacy in Beijing is not balanced. Third

academic background and on-the-job training of special education are two factors affecting the inclusive education quality of kindergarten teachers in Beijing.

关键词

幼儿教师融合教育素养现状

Keywords

Kindergarten teachersInclusive education literacyCurrent situation

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