幼儿教师融合特殊教育态度的调查研究

A Survey Study on Early Childhood Teachers’ Attitudes towards Inclusive Education

摘要: 随着融合教育理念在我国学前教育领域的深入推进，幼儿教师作为关键实践者，其对融合教育的认知与态度直接影响教育质量。本研究通过对河南省123名幼儿教师融合特殊教育态度进行调查，结果表明，幼儿教师对学前融合教育的态度总体得分呈中立偏积极，但情感维度偏消极的趋势。本研究对不同教龄、学历、专业的幼儿教师融合特殊教育态度均值得分的差异情况进行了探讨，结果表明，在认知与情感维度，不同教龄幼儿教师融合特殊教育态度均值得分存在显著差异。不同学历幼儿教师在融合特殊教育三个维度方面均存在显著差异。此外，在行为维度，专业为特殊教育幼儿教师的均值得分显著高于学前教育与其他专业幼儿教师。基于此，研究进而提出了改善幼儿教师融合特殊教育态度的对策与建议：构建多维宣传网络，深化融合教育情感认同；完善师资培养体系，夯实专业能力根基；加大教育资源建设投入，提升学前融合教育质量。

Abstract: With the further promotion of inclusive education concepts in China’s preschool education sector, preschool teachers, as key practitioners, have their cognitive understanding and attitudes toward inclusive education directly impacting educational quality. This study investigated the attitudes of 123 preschool teachers in Henan Province toward inclusive special education. The results indicate that preschool teachers generally hold neutral to moderately positive attitudes toward preschool inclusive education, though their emotional dimension leans negative. The study explored differences in mean scores of attitudes toward inclusive special education among teachers with varying years of teaching experience, educational backgrounds, and majors. The findings reveal significant differences in mean scores on cognitive and emotional dimensions among teachers with different teaching years. Teachers with different educational backgrounds showed significant differences across all three dimensions of inclusive special education attitudes. Additionally, in the behavioral dimension, teachers majoring in special education scored significantly higher than those in preschool education and other majors. Based on these findings, the study proposes countermeasures to improve preschool teachers’ attitudes toward inclusive special education: establishing a multi-dimensional awareness network to deepen emotional identification with inclusive education; enhancing teacher training systems to strengthen professional competencies; and increasing investment in educational resource development to improve the quality of preschool inclusive education.