| 特殊教育课程范式的演进及其转向 |
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| 引用本文： | 盛永进.特殊教育课程范式的演进及其转向[J].中国特殊教育,2011(12). |
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| 作者姓名： | 盛永进 |
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| 作者单位： | 南京特殊教育职业技术学院,南京,210038 |
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| 基金项目： | 江苏省社科基金项目“特殊教育课程融合改革研究”(课题批准号:11JYD024)成果之一 |
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| 摘 要： | 特殊教育领域存在着补偿性课程、发展性课程和功能性课程等不同的课程范式,其背后都有其课程观的理论支撑,也都有其实践的指导价值.由于学生特殊需要的差异性、多样性和复杂性,我们不能片面地强调或排斥某一课程取向,或完全否定它的意义.因此,当代特殊教育课程的价值取向逐渐从单一的补偿性、发展性或功能性,向以综合素质能力发展为核心的多元整合型发展,强调三者的相互渗透与融合.
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| 关 键 词： | 特殊教育 课程范式 |
On the Evolution and Shift of Special Education Curriculum Paradigms |
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| SHENG Yongjin.On the Evolution and Shift of Special Education Curriculum Paradigms[J].Chinese Journal of Special Education,2011(12). |
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| Authors: | SHENG Yongjin |
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| Institution: | SHENG Yongjin(Nanjing Technical College of Special Education,Nanjing,210038) |
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| Abstract: | The curriculum paradigms of special education include compensatory,developmental,functional curriculums,and so on,based on relevant theories and the value of their practice.As students with disabilities have diversified and complicated special needs,it is inappropriate to emphasize or exclude any of these curriculum paradigms.Therefore,the contemporary special education curriculum gradually develops from a single paradigm(compensatory,or developmental,or functional) to an integrated one,which centers on wel... |
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| Keywords: | special education curriculum paradigm |
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