目录
摘要 .......................................................................................................................... III 绪论 (1)
（一）选题缘由 (1)
（二）文献综述 (3)
（三）概念界定 (8)
（四）理论基础 (10)
教学理论
（五）研究设计 (11)
一小学随班就读学生课堂参与的现状调查 (15)
（一）调查方案 (15)
单反相机推荐
（二）调查结果及现状分析 (19)
二小学随班就读学生课堂参与存在的问题 (31)
（一）课堂参与水平较低 (31)
摄影师作品（二）课堂行为参与缺乏主动性且形式单一 (31)
（三）课堂认知参与缺乏深度性和独立性 (32)
（四）课堂情感参与消极情绪多于积极情绪 (32)
三小学随班就读学生课堂参与不力的原因分析 (35)
（一）学校对随班就读学生的课堂学习重视不够 (35)
（二）班级环境不利于随班就读学生课堂参与 (36)
（三）教师对随班就读学生的课堂支持不够 (37)
（四）随班就读学生的家庭关怀缺失 (38)
（五）随班就读学生自身的原因 (39)
四破解小学随班就读学生课堂参与不力的策略 (41)
培训需求调查问卷
（一）完善小学随班就读的相关制度 (41)
仁者乐山智者乐水（二）营造有利于随班就读学生学习的班级环境 (43)
（三）加强教师对随班就读学生课堂参与的支持 (44)
（四）加强与随班就读学生家长的合作 (46)
返乡记（五）开展活动提升随班就读学生的内在素养 (46)
五研究结论及不足 (47)
（一）研究结论 (47)
（二）研究的不足 (47)
参考文献 (49)
附录 (53)
致谢 (56)
小学随班就读学生课堂参与的现状调查研
究
小学教育硕士研究生李春霞
指导教师余应鸿
摘要
随班就读是我国实践全纳教育的主要形式，也是我国特殊教育事业发展的重要部分，它在提高残疾儿童义务教育入学率，促进特殊教育和普通教育的融合方面发挥了无可替代的作用。然而，目前我国随班就读的教育教学质量偏低已成为制约随班就读教育继续发展的瓶颈，现实中随班就读变成了“随班就坐”、“随班混读”。随班就读教育质量与随班就读学生的课堂参与密切相关，小学是随班就读学生融入普通教育的起步阶段。因此，了解小学随班就读学生的课堂参与情况，对于提高我国随班就读教育质量显得尤为关键。基于文献调研，本文以随机抽取的重庆市14所普通小学的随班就读学生以及部分教师作为调查对象，通过问卷调查、课堂观察以及访谈了解随班就读学生在课堂行为、认知和情感三方面的参与情况，发现其存在问题并提出相应的策略。
本文共有六个部分：
第一部分：绪论。阐述了本文的选题缘由以及梳理了相关文献，对本文涉及到的概念进行界定，同时提出了本文的理论基础和研究设计。
第二部分：现状调查。对小学随班就读学生的课堂参与现状进行调查，以随机抽取的重庆市14所普通小学的87名随班就读学生和15名教师为调查对象，通过问卷调查、课堂观察和访谈的方式，了解小学随班就读学生课堂参与的现状。
第三部分：问题分析。根据现状调查的数据，从课堂总体参与、行为参与、认知参与和情感参与四方面梳理小学随班就读学生课堂参与存在的问题。
第四部分：原因分析。结合部分访谈结果，对小学随班就读学生课堂参与存在的问题进行内外部的原因分析。
第五部分：提出消解策略。结合相关文献及原因分析，针对性地提出促进小学随班就读学生课堂参与的策略。
第六部分：研究结论与不足。总结本文的研究结论以及反思本文的不足之处。
本文发现小学随班就读学生在课堂参与存在以下问题：（1）课堂参与总体水平低下，课堂参与的总体水平和三个维度均没有达到经常参与的水平；（2）课堂
鳞潜羽翔
I
行为参与缺乏主动性且形式单一；（3）课堂认知参与的深度性和独立性不足，他们的课堂认知参与主要以浅层次的认知为主，且对教师的依赖性很大；（4）课堂情感参与消极情绪多于积极情绪，小学随班就读学生在课堂上的乐趣感不足，成就感体验较少，在课堂上的焦虑感和厌倦感比较多。基于调查结果，分析导致造成这些问题的原因有：学校不重视随班就读学生的课堂学习；班级环境不利于随班就读学生课堂参与；教师对随班就读学生的课堂支持不够；随班就读学生的家庭关怀缺失以及他们自身的生理缺陷。提出的建议和措施有：（1）完善小学随班就读的相关；（2）营造有利于随班就读学生学习的班级环境；（3）加强教师对随班就读学生课堂参与的支持；（4）加强与随班就读学生家长的合作；（5）开展活动提升随班就读学生的内在素养。
关键词：小学随班就读随班就读学生课堂参与
福建一本线II
Abstract
Studying in class is the main form of inclusive education in our country and an important part of the development of special education in China. It plays an irreplaceable role in increasing the enrollment
rate of compulsory education for disabled children and promoting the integration of special education and general education. However, the current low quality of education and teaching in our country has become a bottleneck in the continuing development of education in class. In reality, studying in class has become "sitting in class" and "mixing in class". The quality of education is cloly related to the classroom participation of the students in the classroom. Primary school is the beginning stage of the integration of the students in the classroom into the general education. Therefore, understanding the classroom participation of the students in the primary school can improve the education in the classroom in China. Quality is especially critical. Bad on the literature survey, this paper takes randomly lected students and some teachers from 14 ordinary elementary schools in Chongqing as survey objects. Through questionnaires, classroom obrvations and interviews to understand students’ participation situation,which includes students’ behavior, cognition and emotion.Then find its problems and propo corresponding strategies.
There are six parts in this article:
Part 1: Introduction. This paper expounds the reasons for lecting the topic and combs the relevant literature, and defines the concepts involved in this article, and also propos the theoretical basis and rearch design of this article.
Part II: Status survey. To investigate the current situation of classroom participation of primary school students attending class, with 87 randomly lected students and 15 teachers in 14 ordinary primary schools in Chongqing as the survey objects, through questionnaire survey, classroom obrvation and interviews to understand the status of classroom participation of students attending class in elementary schools.
Part III: Problems analysis. According to the data of the current situation survey, the problems in classroom participation of primary school students attending class are sorted out from four aspects: overall classroom participation, behavioral participation, cognitive participation and emotional participation.
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Part IV: Cau analysis. Combined with the results of some interviews, the internal and external reasons for the problems existing in classroom participation of primary school students are analyzed.
The fifth part: To put forward the dissolution strategies. Combined with the relevant literature and analysis of the reasons, put forward strategies to promote classroom participation of students attending class in elementary schools.
Part VI: Rearch conclusions and deficiencies. Summarize the rearch conclusion of this article and reflect on the shortcomings of this article.
This article finds that the following problems exist in classroom participation of primary school students: (1) The overall level of classroom participation is low, and the overall level and three dimensions of classroom participation have not reached the level of regular participation; (2) The lack of initiative in classroom behavior participation and the form is single; (3) The depth and independence of classroom cognitive participation are insufficient. Their classroom cognitive participation is mainly shallow-level cognition, which depends heavily on teachers; (4)The negative emotion in classroom participation are more than positive emotions.Students attending class in elementary schools have insufficient n of fun in the classroom, less experience of accomplishment, and more anxiety and boredom in the classroom. Bad on the survey results, the reasons for the problems are as follows: the school does not attach importance to classroom learning of students attending class; and the class environment is not conducive to classroom participation of students attending class.Teachers have insufficient classroom support for students attending class; and students attending class of family care is missing and their own physical defects. The suggestions and measures propod are: (1) Improve the relevance of studying in the p
rimary school; (2) Create a class environment that is conducive to the learning of students in the class; (3) Strengthen teachers ’support for the participati on of students in the class; (4 ) Strengthen cooperation with parents of students attending class; (5) Carry out activities to enhance the internal literacy of students attending class.
Key words：Primary school Attending class Students attending Class classroom participation
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