| 当代特殊教育课程范式的转型 |
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| 引用本文： | 盛永进.当代特殊教育课程范式的转型[J].外国教育研究,2012(1):98-105. |
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| 作者姓名： | 盛永进 |
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| 作者单位： | 南京特殊教育职业技术学院特殊教育研究所 |
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| 基金项目： | 2011年度江苏省社会科学基金项目立项课题《特殊教育课程融合改革》(课题编号:11JYD024) |
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| 摘 要： | 特殊教育领域存在着补偿性课程、发展性课程和功能性课程等不同的课程范式,其背后都有其课程观的理论支撑,也都有其实践的指导价值。由于学生特殊需要的差异性、多样性和复杂性,教育者不能片面地强调或排斥某一课程取向,或完全否定它的意义。因此,当代特殊教育课程的价值取向逐渐从单一的补偿性或发展性、功能性,向以综合素质能力发展为核心的多元整合型发展,强调三者的相互渗透与融合。
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| 关 键 词： | 特殊教育 课程范式 补偿性课程 发展性课程 功能性课程 转向 |
The Transformation of Contemporary Special Education Curriculum Paradigms |
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| SHENG Yongjin.The Transformation of Contemporary Special Education Curriculum Paradigms[J].Studies in Foreign Education,2012(1):98-105. |
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| Authors: | SHENG Yongjin |
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| Institution: | SHENG Yongjin(Institute of Special Education,Nanjing Technical College of Special Education, Nanjing 210038,China) |
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| Abstract: | There are three curriculum paradigms called remedy curriculum,developmental curriculum,functional curriculum in special education.Every paradigm bases on its theory of different curriculum perspective and has its practical guiding value.Because of the differences,diversity and complexity of the students with special needs,educators can not take a one-sided emphasis or exclude some curriculum orientation,or completely deny its significance.Therefore,the value orientation of contemporary special education curriculum has transformed from single remedy,developmental and functional paradigm to the multiple conformity paradigm of curriculum centering on integrated quality development,stressing on the mutual penetration and integration of the three aspects. |
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| Keywords: | special education curriculum paradigm remedy curriculum developmental curriculum functional curriculum shift |
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