培智学校学生核心素养需求的调查研究——基于本区域93名培智学校教师的调查

Investigation and Research on the Core Literacy Needs of Students in Mentally Retarded Schools—Based on the Survey of 93 Teachers in Schools for the Mentally Retarded in This Region

摘要: 核心素养对培智课程建设具有基础支撑与方向引领作用，研究通过问卷与访谈调查了解本区域培智学校的核心素养需求。研究发现：教师普遍认可核心素养培养的重要性，自主发展领域关注度最高，健康生活、实践创新和珍爱生命是重点内容；不同任教学段和学科背景教师认知存在显著差异，而性别、学历、教龄差异不显著；学生认知特点、个体差异以及课程资源支持不足，是培智学校核心素养实践面临的主要挑战。基于研究结果，从培育方向、培养路径和课程资源支持三个方面提出研究建议，促进核心素养在培智学校教学实践中的有效落实。

Abstract: Core literacy plays a basic support and direction leading role in the construction of the mentally retarded curriculum. The research understands the core literacy needs of mentally retarded schools in this region through questionnaires and interviews. The study found that teachers generally recognize the importance of core literacy training, the field of independent development has the highest attention, and healthy life, practical innovation and cherishing life are the key contents; there are significant differences in the cognition of teachers with different teaching stages and subject backgrounds, but there are no significant differences in gender, educational background and teaching age. Students’ cognitive characteristics, individual differences and insufficient support of curriculum resources are the main challenges faced by the practice of core literacy in schools for the mentally retarded. Based on the research results, this paper puts forward research suggestions from three aspects: cultivation direction, cultivation path and curriculum resource support, so as to promote the effective implementation of core literacy in the teaching practice of mentally retarded schools.