从“行为问题”到“教育契机”——理解与支持神经多样性小学生的教学实践报告

From “Behavior Problems” to “Educational Opportunities”—Teaching Practices for Understanding and Supporting Neurodiverse Primary School Students

摘要: 在小学阶段，注意力分散、情绪冲动或行为跳脱的学生常被简单归类为“行为问题学生”，这不仅增加了教师的课堂管理压力，也可能削弱学生的学习体验与自我认同感。随着国际教育环境中神经多样性学生比例的提升，教师亟需基于科学理解的支持策略，而非单一的行为控制手段。本研究基于一次面向国际教育青少项目教师的线下师训实践，结合教师问卷调查、课堂案例分析与策略演练，系统探讨了理解与支持神经多样性小学生的教学路径。研究结果表明，该培训显著提升了教师对学生行为成因的理解水平、课堂干预策略的使用频率以及教学自信度，为全纳教育背景下的小学课堂实践提供了可行路径。

Abstract: In primary school classrooms, students who display inattentive, impulsive, or emotionally dysregulated behaviors are often labeled as “behavior problems,” which may intensify teachers’ classroom management stress and negatively affect students’ learning experience and self-identity. With the increasing presence of neurodiverse learners in international education, there is a growing need for teaching approaches grounded in scientific understanding rather than behavior control alone. This study is based on an in-person teacher training program conducted for teachers in an international education primary program. By integrating teacher questionnaire surveys, classroom case analyses, and strategy-based practice activities, the study systematically explores instructional approaches for understanding and supporting neurodiverse primary school students. The results indicate that the training significantly improved teachers’ understanding of the underlying causes of student behavior, increased the frequency of classroom intervention strategy use, and enhanced teaching confidence, thereby providing a feasible pathway for primary classroom practice within the context of inclusive education.