分层教学在感觉统合训练中的探索     

赵菊 《大连教育学院学报》2011,27(1):73-74

特殊教育的目的是使每个学生能最大限度地发挥学习潜在能力,得到切适本身条件的良好发展。分层教学就是根据学生的差异,从实际出发,实施有差异的,分组、分层的教学活动。这种教育教学模式能够充分体现特殊教育的个体差异性,满足特殊教育对象的需要,促进特殊教育对象的发展。  相似文献   

我国特殊教育法律研究综述及立法建议     

庞文 《宁波大学学报(教育科学版)》2011,33(4):13-16

对我国学术界关于特殊教育法律的研究文献进行梳理,概述了现有特殊教育法律存在的体系不完善、立法滞后、缺乏可操作性等问题,归纳了学者们对制定《特殊教育法》的学术意见和对国外特殊教育法律的研究成果,指出我国目前正在进行的《残疾人教育条例》修订工作及其他立法安排应充分借鉴、吸收国外特殊教育立法的先进理念和经验,明确特殊教育的原则,着力增强法律的实用性和可操作性。  相似文献   

论民族地区高校学报特色栏目的策划     

邓崇亮 《南宁师范高等专科学校学报》2011,(4):140-142

民族地区高校学报要办出特色,必须从特色栏目入手。在特色栏目的策划中,充分挖掘凸显区域性、注重民族性、保持先进性的文化资源,重视多方协调,加强区域合作,做到以特色求发展,以改革求活力。  相似文献   

我国特殊教育师资职前培养模式研究的现状     

王辉  方长春 《中国特殊教育》2006,(4):62-65

特殊教育师资培养问题是我国特殊教育发展面临着的一个至今难以成功解决的重要问题。本文将我国当前特殊教育师资职前培养模式主要归纳为两种,即专科特殊师范教育模式和本科特殊师范教育模式,并对五年制专科、三年制专科及本科培养模式的特征及其它培养模式分别进行了分析,以期为我国当前及后续特教师资培养模式的研究、改革提供借鉴和指导。  相似文献   

设计专题学习网站开展高中语文自主学习     

廖晨星 《中国教育技术装备》2004,(6):8-11

介绍了高中语文专题学习网站《鸿门宴》的设计与应用策略。在实践中，采取学习动机激励、学法指导、个剐辅导、过程调控、评价指导等策略指导学习，得出的结论是开发与使用专题学习网站能有效地促进高中生语文自主学习能力的发展，能进一步提高学生的语文素养。  相似文献   

From special tasks to extensive roles: the changing face of special needs teachers in Finnish vocational further education     

Raija Pirttimaa  Maija Hirvonen 《Journal of Research in Special Educational Needs》2016,16(4):234-242

Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and counsellors. However, a confusion of roles in the work of SEN teachers seems evident. The changing work of SEN teachers has not been of great research interest in Finland. The focus has been mainly on SEN teachers at the secondary school level (Kivirauma and Kuorelahti, 2002; Ström, 1999). The work of vocational SEN teachers has been studied by Kaikkonen, 2010 and Hirvonen, 2006. SEN teachers comprise two groups in the field: one group supports vocational subjects and the other group supports general subjects. The aim of this study is to determine how SEN teachers of general subjects define the objectives of their work and how they organise pedagogical support. Ten SEN teachers in vocational colleges were interviewed. A qualitative analysis was performed. The main findings showed, on the one hand, an autonomous position and, on the other, a work model that can be described as a ‘traditional special needs education model’. However, the findings showed that the autonomous role was contradictory. SEN teachers did not emphasise the connection with the VET community or college‐based guidelines and directions. Moreover, although the consultative role exists, the findings showed that it is not a regular part of the work of SEN teachers.  相似文献   

加强非税收入管理探微     

苗艳芬 《邢台学院学报》2006,21(1):51-53

对非税收入的内涵进行了界定,分析了目前我国在非税收入管理方面存在的问题,提出了相应的解决问题的措施,以进一步建立统一完整的国家预算,增强政府宏观调控能力,推进财政体制改革,健全财政经济运行机制。  相似文献   

漏洞百出的教育     

《海外英语》2007,(5):10-11

Many college freshmen arrive woefully unprepared to do college work, and as disadvantaged populations continue to grow, the share of the American work force that has made it through college is expected to plummet. Many experts blame that educational failure not just on high schools but also on colleges. School & College, a special report by The Chronicle, looks at efforts to fix the system. What reforms would better prepare students for college? What should schools and colleges be doing differently? How should state and federal officials help?  相似文献   

福建省特殊教育师资现状的调查研究   总被引：7，自引：3，他引：7  

甘昭良 《中国特殊教育》2004,(4):74-78

通过对福建省特殊教育师资现状的调查 ,结果表明 :女性教师多于男性教师 ;中青年教师多于老年教师 ;低学历教师多于高学历教师 ;职称呈现出“中间多 ,两头少”结构 ;多数教师经过了专业培养和培训、专业思想牢固、工作压力适当 ,但是也存在一些不容忽视的问题。调查研究的主要目的在于为特殊教育师资培养、特殊教育专业的学科建设以及政府决策提供参考。  相似文献   

Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales,Australia     

Linda J. Graham  Penny Van Bergen  Naomi Sweller 《Critical Studies in Education》2016,57(1):35-54

Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance.  相似文献