中美英澳四國(guó)幼兒教師專(zhuān)業(yè)標(biāo)準(zhǔn)中融合教育素養(yǎng)的研究

摘要： 高質(zhì)量的融合教育環(huán)境對(duì)所有幼兒的發(fā)展都有積極作用,而教師的專(zhuān)業(yè)水平是決定早期教育教學(xué)質(zhì)量和兒童成就的最關(guān)鍵因素。本文通過(guò)對(duì)美國(guó)、英國(guó)、澳大利亞、中國(guó)的幼兒教師專(zhuān)業(yè)標(biāo)準(zhǔn)中融合教育素養(yǎng)的內(nèi)容進(jìn)行闡述和分析,概括總結(jié)其特點(diǎn),為我國(guó)幼兒教師專(zhuān)業(yè)標(biāo)準(zhǔn)的進(jìn)一步完善和師資培養(yǎng)提供啟示和建議。
A high-quality inclusive education environment has a positive effect on all children' s development, and the professional level of teachers is the key factor that determines the quality of early education and children's achievement. This paper analyzes the inclusive education competencies in the professional standards of preschool teachers in the United States, Britain, Australia and China, generalizes their commonalities and characteristics, with a view to providing inspirations and suggestions to improve the professional standards of preschool teachers in China and the level of teacher training.