幼儿园教师融合教育知识技能现状及需求调查研究——基于杭州市幼儿园教师问卷调查数据

为探索幼儿园教师融合教育知识技能现状及需求，采用自编调查问卷对杭州市2241名幼师进行调查研究。结果表明：专业背景和融合态度均对幼师的融合教育知识技能水平有显著影响，且融合态度可显著正向预测幼师融合教育知识技能水平；幼师对融合教育知识技能的需求存在一致性，但会受到所遇特殊儿童类型及其数量的影响。主要教育建议：优化师资结构，合理提升特殊教育专业背景幼师比例；培育融合理念，逐步树立幼师对融合教育的积极态度；突出实践导向，定点加强幼师融合教育知识技能储备；共建合作平台，开展典型个案构建幼师发展支持网络。

Research on the Current Status and Needs of Kindergarten Teachers’ Knowledge and Skills in Inclusive Education—Based on Questionnaire Survey Data of Kindergarten Teachers in Hangzhou

Using the self-developed questionnaire， a survey was conducted on 2241 kindergarten teachers in Hangzhou to explore the current status and needs of their knowledge and skills in inclusive education. The results showed that both professional backgrounds and attitudes toward integration have a significant effect on the knowledge and skill levels of kindergarten teachers in inclusive education， and their attitudes towards integration can significantly positively predict their knowledge and skill levels in inclusive education; There is a consistency in the need for knowledge and skills of inclusive education among kindergarten teachers， but their needs could be affected by the types and quantities of special children encountered. Based on this， four suggestions were put forward to promote the development of pre-school inclusive education in China： optimizing the teacher structure and reasonably increasing the proportion of kindergarten teachers with professional backgrounds in special education; cultivating the concept of inclusive education and gradually establishing positive attitudes towards inclusive education among kindergarten teachers; highlighting the practical orientation and accurately augmenting the repertories of knowledge and skills of inclusive education for kindergarten teachers; jointly building a cooperative platform and setting up a network to support the development of kindergarten teachers by carrying out some typical case studies.