摘要
我国培智学校的课程理论与实践体系的构建尚处于起步阶段。本文针对当前我国培智学校课程理论与实践进行反思,试图为建立符合我国国情的培智教育课程体系提供新的理论视野。文章认为培智学校"生活化"课程存在着简单化、狭隘化、机械化以及庸俗化的弊端;提出培智学校课程应从"生活化"走向"完整生活"课程、从"功能限制"课程走向"发展探究"课程、从"单一模式"课程走向"多元模式"课程。
The system for the theory and practice of the curriculum for schools for children with mental retarclarion in China has just started to be built. This paper, based on the reflections on the theory and practice of the eument curriculum for schools for children with mental retardation, aims to provide a new theoretical base for the establishment of a system of curriculum for the education for those with mental retardation in agreeonent with Chi- na＇ s national situation. The anthom propose that the curriculum for these schools is supposed to be transformed from ＂being life-oriented＂ to ＂a complete life,＂ from ＂functional limitation＂ to ＂development and inquiry,＂ and from ＂single-mode＂ to ＂multi-mode.＂
出处
《中国特殊教育》
CSSCI
北大核心
2014年第12期28-33,共6页
Chinese Journal of Special Education
基金
天津市教育科学"十二五"规划课题"基于教育均衡发展视域下的天津市学前特殊教育体系建构研究"(课题批准号:HE4060)的研究成果之一
关键词
培智学校
课程改革
生活化
schools for children with mental retardation curriculum reform life-oriented
作者简介
邓猛，教授，博士师导师，研究方向：特殊教育、教育研究方法。E—mail：manghaodm@aliyun．com
景时，博士，讲师，研究方向：特殊教育基本理论。E-mail：jingshi305@163．com。
