生态理论视角下学前融合教育质量影响因素分析及对策探究

Analysis of Influencing Factors and Countermeasures of Preschool Inclusive Education Quality from the Perspective of Ecological Theory

摘要: 初步构建高质量的特殊教育体系是“十四五”期间我国特殊教育发展的核心目标。学前融合教育作为高质量融合教育建设的基石，其发展水平直接关系到整体教育质量的提升。与高质量的学前教育相比，学前融合教育更是涉及多个主体参与、多维赋能、关系复杂的系统工程，横跨多个不同领域从宏观到微观影响因素的相互牵制。以生态理论视角探究影响学前融合教育质量的因素，构建以幼儿为中心的“微观、中间、外部、宏观、”支持系统，提出“微观联动与角色赋能新探、多元中间支持与协同构建、校社共筑外部架构新系统、宏观支持与多维策略新觅”的融合方案，为特殊儿童的健康成长提供坚实基础、助力推动融合教育更优质量提升。

Abstract: The initial construction of a high-quality special education system is the core goal of China’s special education development during the 14th Five-Year Plan period. Early childhood inclusive education, as the foundation of high-quality integrated education, directly impacts the overall improvement of educational quality. Compared to high-quality preschool education, early childhood inclusive education involves multiple stakeholders, multidimensional empowerment, and complex relationships, spanning various fields from macro to micro factors that interact with each other. This study explores the factors influencing the quality of early childhood inclusive education from an ecological theory perspective, constructs a support system centered on young children that includes “micro, intermediate, external, macro”, and proposes an integrated approach: “new explorations in micro-linkage and role empowerment, diversified intermediate support and collaborative construction, new systems for external architecture built by schools and communities, and new approaches to macro support and multidimensional strategies”. This aims to provide a solid foundation for the healthy growth of special children and promote better quality improvements in inclusive education.