摘要
特殊学生课堂互动效果不理想是融合学校教学中普遍存在的现象,也是提升随班就读质量的突破点。从融合课堂剧班的视角来看,互动情境缺少多元性导致特殊学生面临被污名化;教育评价狭隘化造成特殊学生课堂地位边缘化;表演崩溃导致特殊学生自我认同危机。对此,应该使用防御性措施保证课堂互动的进行;采取保护性措施协助特殊学生的表演;训练特殊学生的乖巧使师生的保护性措施得以实施。
The unsatisfactory effect of classroom interaction for special students is a common phenomenon in the teaching of integrated schools,and it is also a breakthrough point to improve the quality of classroom study.From the perspective of integrated classroom drama classes,the lack of diversity in interactive situations leads to the stigmatization of special students;the narrow educational evaluation results in the marginalization of special students'classroom status;the collapse of performances leads to the crisis of self-identity of special students.In this regard,defensive measures should be used to ensure classroom interaction;protective measures should be taken to assist the performance of special students.
作者
周龙婵
柳谦
Zhou Longchan;Liu Qian(Guangxi Normal University,Department of Education,Guilin,Guangxi 541006)
出处
《绥化学院学报》
2022年第7期25-29,共5页
Journal of Suihua University
关键词
融合课堂互动
特殊儿童
拟剧论
integrated classroom interaction
special children
drama theory
作者简介
周龙婵(1993-),女,江西宜春人,广西师范大学教育学部特殊教育系硕士研究生,研究方向:融合教育;柳谦(1974-),男,广西桂林人,广西师范大学教育学部特殊教育系副教授,研究方向:教育哲学,融合教育。
