作　　者： ; ;

机构地区： 重庆师范大学教育科学学院

出　　处： 《青海民族大学学报（教育科学版）》 2011年第2期89-94,共6页

摘　　要： 课程的开发与实施是影响融合教育有效开展的关键因素之一。作为实施融合教育的先驱国家,美国对融合取向的课程进行了深入的探索,积累了丰富的理论与实践经验。在简述融合教育下美国特殊教育课程演变的历程中,本文重点关注调整课程与通用课程,从概念界定、类型划分、设计原则、效果的影响因素与评价等方面进行分析与总结,并在比较中揭示两者的区别,以找到有助于解决我国特殊教育课程尤其是随班就读课程问题的启发策略。 The development and implementation of curriculum is one of the key factors which impact the effective development of inclusive education.As one of the pioneers which implement inclusive education,America explores much in curriculums and accumulates rich experience in theory and practice.In the perspective of inclusive education,this article gives brief narration of the course of curriculum transform of American special need education and focuses on modified curriculum and universal design curriculum mainly,analyzing and summarizing them in the points of concept defining,type dividing,design principles,effective factors and other aspects.Further more,the differences of them are revealed by comparing.The aim is to find inspire to the development of our country＇s curriculum of special need education,especially to theinclusion in China.

关 键 词： 融合教育 课程调整 通用课程

领　　域： [文化科学] [文化科学]