融合教育背景下我国随班就读教师专业发展的研究

Research on the Professional Development of Teachers in Learning in Regular Classroom in China under the Background of Inclusive Education

摘要: 随班就读教师的专业素质是影响融合教育实施成效的核心因素，也是当前我国特殊教育高质量发展进程中亟待补强的薄弱环节。文章基于高质量发展视域，聚焦随班就读教师，从认知、素养、调适、支持、情意五个维度系统探究其专业发展现状，最后得出提高随班就读教师专业发展水平需要多种主体、多种渠道共同推进。研究表明，随班就读教师专业发展需依托多元主体协同推进，通过深化融合教育价值认同、构建系统化专业培养体系、完善全方位外部支持网络的路径，破解发展难题。本研究结论与提出策略，可为提升随班就读教师专业水平、优化融合教育实践质量、推动特殊教育“增量”与“提质”协同发展提供理论参考与实践指引。

Abstract: The professional competence of teachers in inclusive education is a core factor influencing the implementation effect of inclusive education, and also a weak link that urgently needs to be strengthened in the process of high-quality development of special education in China at present. From the perspective of high-quality development, this paper focuses on teachers in inclusive education, systematically explores the current status of their professional development from five dimensions—cognition, literacy, adaptation, support, and affect—and finally concludes that improving the professional development level of these teachers requires the joint promotion of multiple subjects through multiple channels. The research shows that the professional development of teachers in inclusive education needs to rely on the collaboration of multiple subjects, and solve development difficulties by means of deepening the value recognition of inclusive education, constructing a systematic professional training system, and improving the all-round external support network. The research conclusions and proposed strategies in this paper can provide theoretical reference and practical guidance for enhancing the professional level of teachers in inclusive education, optimizing the practical quality of inclusive education, and promoting the coordinated development of “quantity expansion” and “quality improvement” in special education.