走向全纳：泰国全纳教育实践探讨Towards the full inclusive: the practice of Inclusive Education in Thailand 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 活着界列国教导理论中，存在着轻视和排挤景象。为了清除排挤和轻视，勉励介入，由结合国教科文组织于1994年提出了全纳教导的理念，主意通俗黉舍要回收一切先生，不排挤、不轻视任何人，教导要知足分歧需求。全纳教导作为世界上最新的教导思潮，强调每小我都有受教导的权力，而且存眷一切先生的介入。在全纳教导所请求的体系体例下，每小我都应当被黉舍、社区和社会所回收，每小我都应当遭到迎接。在结合国教科文组织和其他各个非当局组织、机构的积极提倡下，经由十五年的尽力，该教导理念敏捷活着界很多国度取得认同，全纳教导的理论也得以活着界列国赓续展开。全纳教导理论最早开端于欧美蓬勃国度，而作为亚洲的成长中国度，泰国对于全纳教导是非常热中的，泰语论文题目，也是较早地停止全纳教导理论的成长中国度，从政策律例、黉舍、课程、财务、师资、介入等多方面增进全纳教导的实行，其目标就是为了清除轻视和排挤，从而保证2017年全平易近教导目的得以完成。我国自上世纪80年月开端，展开了随班就读形式的一体化教导理论，其目标让残疾儿童能无机会进入主流黉舍和通俗孩子一路进修和生长，以清除隔离。经由近二十年的成长，随班就读形式获得了必定的成效，但这远未到达全纳教导所请求的水准，离真实的全纳教导还有很长的路要走。是以，懂得全纳教导的概念，经由过程对于泰国展开全纳教导的理论停止反思，从新审阅以后我国国情及全纳教导实行中的艰苦，而且找寻响应的对策，以期对全纳理念在中国的普及与理论供给成心义的启发。本文从以下四方面临全纳教导停止考核1。本文考核了全纳教导的汗青配景和现状，经由过程对于全纳教导配景的考核，梳理了全纳教导成长的过程及其司法框架。2。从汗青成长角度，回想了泰国和中国的全纳教导理论的汗青沿革进程，旨在发明泰国展开全纳教导无益的经历，从而为我国展开全纳教导供给有价值的自创。3。重点是从政策和理论层面临泰国全纳教导停止了剖析，侧重商量了泰国全纳教导律例和政策、财务保证、灵巧的课程、较为优良的师资、社会各级的介入等方面的办法和经历。4。基于对泰国全纳教导经历的剖析，对我国展开全纳教导所碰见的成绩停止比拟和剖析，泰语论文范文，从立法、财务、介入、课程、师资等方面提出相干对策，以期能为我国完美全纳教导体系体例供给相干自创。 Abstract: In the education theory of the living world, there exists the phenomenon of contempt and exclusion. In order to clear exclusion and contempt, encourage intervention, by the United Nations education, scientific and Cultural Organization (UNESCO) in 1994 proposed nano taught philosophy, popular idea schools to recycle all Mr., not supplant, slighted no one, teach to meet different needs. All inclusive education as the latest trend in the world, emphasizing that everyone has the right to teach, and to pay close attention to all the involvement of mr.. Under the system of inclusive education, everyone should be reclaimed by schools, communities, and society, and everyone should be met. In actively advocate of the United Nations Educational, scientific and Cultural Organization (UNESCO) and all other non governmental organizations, institutions, through 15 years of endeavor, teach the philosophy of agile alive bound many countries to achieve recognition, all inclusive education theory has been in all the countries in the world continuously expanded. Inclusive education theory the earliest beginning in European and American developed countries, as the growth of Asia countries, Thailand on inclusive education is very zealous of and early stop inclusive education theory of the developing countries, from the policies and regulations, schools, homes, curriculum, financial, teachers, and interventional promote inclusive education practice, the goal is to eliminate the discrimination and exclusion, so as to ensure 2017 the whole plain near teaching purposes can be completed. Since the beginning of the last century, 80 years, began to study the form of the integration of teaching theory, its goal for disabled children to enter the mainstream schools and the popular children all the way to learn and grow, in order to clear the isolation. After nearly twenty years of growth, with the class to get a certain degree of effectiveness, but this is far from reaching the standard of all inclusive education, from the true inclusive education still have a long way to go. To understand fully inclusive education concept, through about Thailand launched all inclusive education theory reflection, since the new review the situation of our country and inclusive teaching in the implementation of the hard, and find the corresponding countermeasures, inclusive philosophy in China, the popularity and supply theory mean righteousness inspired to. This article from the following four directions facing the whole inclusive education to stop the assessment 1. In this paper, we examine the historical background and current situation of inclusive education, and review the process of the development of inclusive education and its judicial framework through the assessment of inclusive teaching and training. 2. From the historical growth perspective, recall the Thai and Chinese inclusive education theory of historical evolution process, aimed at present Thailand launched the nano teach useless experience, so as to for China to develop inclusive education supply value created. 3. Focusing on the theoretical and policy layer facing Thailand inclusive teaching to carry on the analysis, the emphasis to discuss Thailand inclusive education statutes and policies, financial guarantee, flexible curriculum, more excellent teachers, at all levels of society involved in the way and experience. 4. Based on Thailand inclusive teaching experience analysis, to our country launched inclusive teaching met scores compared and analysis, from the aspects of legislation, financial, intervention, curriculum, teacher put forward the related countermeasures, in order to perfect for our inclusive education system supply coherent internally generated. 目录: |
